


iM 



Experimental Studies in Spelling 

To Determine Whether Continuous Repetition 

or Repetition After an Interval is More 

Effective in Memorizing 



BY 

J, Lin WOOD Eisenberg 



A Thesis, presented to the Faculty of the Graduate School of 

the University of Pennsylvania, in partial fulfillment 

of the requirements for the degree of 

Doctor of Philosophy 



Lancaster, Pa. 

Intelligenceb Print 

1913 



Experimental Studies in Spelling 

To Determine Whether Continuous Repetition 

or Repetition After an Interval is More 

Effective in Memorizing 



BY 

J. LiNWOOD ElSENBERG 



A Thesis, presented to the Faculty of the Graduate School of 

the University of Pennsylvania, in partial fulfillment 

of the requirements for the degree of 

Doctor of Philosophy 



Lancaster, Pa. 

Intelligencer Print 

1913 



O 






10V 25 I9t8 



Experimental Studies in Spelling to Determine 
Whether Continuous Repetition or Repeti- 
tion After an Interval is More Ef- 
fective IN Memorizing. 

An Investigation Covering a Period of Years 

From 1907 Until 1912 Conducted in the 

Schools Unt)er My Supervision During 

The Years Named. 



CONTENTS 

PAGE 

Introduction 9 

General Statement of Plan 1 1 

General Summary of Precautions 14 

Part I — 

Experiment 1 16 

I — Object of Experiment 16 

2 — Plan of Experiment 16 

3 — General Plan 16 

Plan of Test A-i 16 

Plan of Test A-2 17 

Plan of Test B-i 18 

Plan of Test B-2 18 

4 — Tables 20 

Table I — -Number of Words Learned After Study. Test 

A-i and A-2 20 

Table II — Number of Words Learned After Study. Test 

B-i and Test B-2 22 

Table III — Number of Words Retained at End of Week. 

Test A-i and A-2 24 

Table IV — Number of Words Retained at End of Week. 

Test B-i and B-2 26 

Table V — Average Number of Words Learned After Study. 

Test A-I and A-2 28 

Table VI — Average Number of Words Learned After 

Study. Test B-i and B-2 29 

Table VII — Average Number of Words Retained at End 

of Week. Test A-i and A-2 31 

Table VIII — Average Number of Words Retained at End 

of Week. Test B-i and B-2 32 

Table IX — Comparison of Percent. Learned and Retained. 

Test A-I and A-2 34 

Table X — Comparison of Percent. Learned and Retained. 

Test B-I and B-2 35 

5 — Analysis of Results of Test A-i and A-2 35 

6 — Analysis of Results of Test B-i and B-2 36 

Part II— 

Experiment II 37 

5 



6 Contents 

I — Plan of Experiment 37 

General Plan 37 

Plan Series A 39 

Test No. 1 39 

Test No. 2 39 

Test No. 3 39 

Plan Series B 4° 

Test No. 1 40 

Test No. 2 40 

Test No. 3 40 

Test No. 4 40 

Test No. 5 41 

2 — List of Words Used in Series A 41 

3 — List of Words Used in Series B 46 

4 — Tables — 

Table X — Number of Words Learned After Study. 

Series A — Test i, 2, and 3 49 

Table XI — Number of Words Retained at End of Week. 

Series A — Test i, 2, and 3 50 

Table XII — Average Number of Words Learned After 

Study. Series A — Test i, 2, and 3 51 

Table XIII — Average Number of Words Retained at End 

of Week. Series A — Test i, 2, and 3 52 

Table XIV — Comparison of Percent. Learned and Re- 
tained. Series A — Test i, 2, and 3 53 

Table XV — Number of Words Learned After Study. 

Series B — Test I, 2, 3, 4, and 5 54 

Table XVI — Number of Words Retained at End of Week. 

Series B — Test i, 2, 3, 4, and 5 55 

Table XVII — Average Number of Words Learned After 

Study. Series B — Test i, 2, 3, 4, and 5 56 

Table XVIII — Average Number of Words Retained at 

End of Week. Series B — Test i, 2, 3, 4, and 5. . . . 58 
Table XIX — Comparison of Percent. Learned and Re- 
tained. Series B — Test i, 2, 3, 4, and 5 59 

5 — Analysis of Results — Series A — Test I, 2, and 3 60 

6 — Analysis of Results — Series B — Test i, 2, 3, 4, and 5. . . . 6l 
Part Ill- 
Experiment III — 

Plan of Experiment 63 

I — General Plan 63 

2 — Plan Series C 66 

Test No. 1 66 

Test No. 2 66 

Test No. 3 67 



Contents 7 

3 — List of Words Used in Series C 67 

4 — Tables — 

Table XX— Number of Words Learned After Study. 

Series C — Test i, 2, and 3 70 

Table XXI— Number of Words Retained at End of Week. 

Series C — Test 1,2, and 3 71 

Table XXII — Average Number of Words Learned After 

Study. Series C — Test i, 2, and 3 71 

Table XXIII — Average Number of Words Retained at End 

of Week. Series C — Test I, 2, and 3 72 

Table XXIV — Comparison of Percent. Learned and Re- 
tained. Series C. — Test i, 2, and 3 73 

5 — Analysis of Results — Series C — Test i, 2, and 3 74 

Part IV— 

Experiment IV 75 

I — Plan of Experiment 75 

2 — Table XXV — Showing Results of Experiment IV 76 

3 — Analysis of Results of Experiment IV 77 

Part V— 

Graphic Representation of Results 78 

Conclusion 79 



INTRODUCTION 

This investigation is one of a series of investigations conducted 
under the direction of Dr. Yocum's Seminar in Pedagogy. The 
purpose of the investigation was to gather in a scientific way- 
facts that would be helpful in determining a scientific method in 
Pedagogy. 

In this particular investigation the object was to make all 
factors constant in memorizing spelling words except the form 
and number of repetitions. The tests were arranged in each 
case so that a comparison could be made between continuous 
repetitions and repetition after an interval, the number of repeti- 
tions being the same in both cases. 



GENERAL STATEMENT OF PLAN 

Four different experiments were made. Three of the experi- 
ments formed a progressive series. The fourth was an individual 
experiment designed to see the effect upon the general results 
when the pupil studied only the words that were shown by the 
preliminary test to be unknown. 

Experiment I 

Experiment I was conducted in the Royersford Public Schools 
with the aid of the teachers as noted in the specific plan of the 
experiment. The children of grades three to eight inclusive 
were used. All factors that would affect the results of memoriz- 
ing were either eliminated or reduced to a constant in each test 
except the form of repetition. In Test A-i all the factors were 
the same as A-2 except in A-i the two repetitions were continuous 
and in A-2 one of the repetitions was after an interval the length 
of which was the time required to complete the list. In B-i and 
B-2, the conditions were the same as A-i and A-2, except that 
written repetition was used instead of the oral. This was the 
only place in all the experiments in which the written repetition 
was used. The written form was dropped because it made the 
problem more complex and because the time element was more 
difficult to control. The variation in time in this part of the 
experiment was greater than in any other part. The comparison 
of results for oral repetition was between Test A-i and Test A-2; 
for written repetition, between Test B-i and Test B-2. 

Experiment II 

This experiment was conducted in the same general plan as 
Experiment I in regard to teachers, grade, and general pro- 
cedure. 

An effort was made to profit by the experiences in the first 

11 



12 Experimental Studies in Spelling 

experiment. The oral repetition was used entirely. The 
teacher had the words written on the board before the pupils 
came into the room. The words were kept covered until they 
were ready to be used in the study. This eliminated the possi- 
bility of some of the pupils seeing the teacher write the word on 
the board. It also made it possible to keep the time more nearly 
uniform. 

In this experiment two series of tests were given; Series A 
with three tests, each of which had three oral repetitions, and 
Series B with five tests, each of which had four oral repetitions. 
The comparison of results was between the three tests of Series 
A, and between the five tests of Series B. The first test of 
Series A was characterized by three continuous repetitions. 
Both tests, two and three, were characterized by repetition after 
an interval as explained in the detail of the plan of the tests. 
In Series B, the first test was characterized by four continuous 
repetitions and tests two, three, four, and five were character- 
ized by the same number of repetitions after an interval as 
explained in the detail of the plan of the tests. 

Experiment III 

Experience in Experiments I and II made it evident that 
the experiments would be improved if one person performed the 
entire experiment. For this reason, I performed the experi- 
ment entirely myself. 

It seemed desirable to have the experiment as nearly like the 
regular spelling lesson as possible. In order to do this, slips were 
printed containing the words used in the test as explained in the 
detail of the plan of the test. 

A device was used to cover the words when not being studied. 
Pupils were taught to use the device before the tests were made 
so that the device would not disturb them in their study. 

This experiment was made only in grades five to eight in- 
clusive. This was done because the covering device seemed to be 
a disturbing factor in grades three and four. It was more difficult 
to control the time element. This was a factor in Experiments 
I and II. In Experiments III and IV, the time element was 



Experimental Studies in Spelling 13 

made a constant, therefore, not a disturbing factor. This was 
done by practice. Experience made it possible to spend the 
same time in drill in each part of the test. 

Three repetitions were used because it was found that a con- 
siderable number of the pupils learned all the words when four 
repetitions were made in the study. 

Test I, the characteristic of which was three continuous 
repetitions, was given last in the series so that if any advantage 
was in favor of the last test of a series, it should be in favor of 
the test which did not show to advantage in Experiments I 
and II. 

Tests II and III each had three repetitions after intervals as 
explained in the detail of the plan. 

The results in this experiment are thought to be as nearly 
scientifically accurate as it is possible to have them. It is to be 
noted that the same general result was obtained as was obtained 
in Experiments I and II, but that the percentage in favor of 
repetition after an interval was higher in this experiment. 

Experiment IV 

This Experiment was conducted exactly as Experiment III 
except that individuals were used instead of groups of indi- 
viduals. This was done so that each subject might spend the 
entire time in study of those words which were shown by the 
preliminary test to be unknown. 

The pupils were especially selected for this experiment.* The 
results simply serve to supplement the results of Experiments I, 
II, and III. 



* The selection of pupils was made in order to secure pupils of the same 
intelligence and power of attention. They all gave evidence of a high degree 
of learning power in Experiment III. 



GENERAL SUMMARY OF PRECAUTIONS 

The purpose of the various precautions that were taken was 
either to eliminate or to make uniform all the factors affecting 
memorizing in spelling except repetition. 

In all the experiments the tests were made before ten o'clock. 
This was done so that the pupils would not be fatigued at the 
time of the experiment. 

By practice the experimenter learned to keep the time of study- 
uniform or nearly so. There was some variation in Experiments 
I and II due to different experimenters and form of repeti- 
tion. The time for each experimenter was uniform in the dif- 
ferent tests. The written repetition required more time than 
the oral form. In Experiments III and IV, the time was 
uniform, due to one Experimenter. 

The effort v/as made in each experiment to have the pupil 
study the words as directed. This was done by the different 
methods of covering the words when not being studied. In 
Experiment III this was done by a piece of cardboard, which 
proved to distract the attention less than the previous devices. 
By experience it was found that the pupils' attention was 
usually concentrated as directed without the use of the covering 
device. 

In the first and second experiments the words were studied 
from the board. This was studying the word in a form different 
from the usual form of the spelling book. Hence, it was a dis- 
turbing factor, but constant in all the tests. In the third and 
fourth experiments, the words were in form similar to that of 
text from which the pupils were accustomed to study. This I 
considered much more satisfactory than the method of Experi- 
ments I and II. 

In all the experiments a special effort was made to prevent any 
form of copying. This factor, I think, was entirely eliminated 

14 



Experimental Studies in Spelling 15 

from all of the tests. The papers of pupils who were especially- 
poor spellers were rejected, hence all the tests represent pupils 
of average ability in spelling. 

Tests one and two contain a disturbing factor in the form of 
different experimenters. In Experiments III and IV, this dis- 
turbing factor is entirely eliminated. 

In Experiments I, II, and III, the time spent in study of the 
words was divided between words the pupils knew and words 
that the pupil had missed in the preliminary test. This, I felt, 
was a disturbing factor that could be eliminated by making a 
very large number of tests. Since this could not be done, I 
eliminated it by having each individual study only the words 
that he did not know. 

The method of correcting the papers was practically uniform 
in all the tests. In Experiments I and II, different people 
corrected the lists. In Experiments III and IV, this was done 
immediately under my direction. 

The details of precautions taken will be found in connection 
with each experiment. 



PART I 

Experiment I 

The object of the following experiment was to determine 
whether continuous repetition or repetition after an interval is 
more effective in memorizing. The subject of Spelling was 
chosen because it was comparatively easy to eliminate all the 
factors in memorizing except repetition. 

The experiment was made carefully as follows: 

1. The tests were made in grades three (3) to eight (8) in- 
clusive. All the tests were made between nine (9) and ten (10) 
o'clock in the morning. The object of having the tests at this 
time was that the children would be fresh and would take up 
the tests with equal freshness each time. 

2. Twenty (20) words were given in each test. These words 
were selected as rather difficult for the grade so that there would 
be a rather large number of words to be learned in each test. 
All preliminary tests were made so that there would be a means 
of discovering the exact number of words that each pupil learned 
in the test. 

J. Four (4) tests were made, making two (2) sets of compari- 
son possible. The tests were numbered, A-i and A-2; B-i and 
B-2. These tests were so arranged that comparisons could be 
made between A-i and A-2, B-i and B-2. All factors remained 
constant in A-i and A-2 excepting the method of repetition. The 
following directions were given in each test: 

A-I. — I. The teacher was instructed to dictate words to class, 
pronouncing each word once, distinctly, being careful not to 
pronounce the word so slowly that it was equal to spelling the 
word for the pupil, but to pronounce it clearly as in ordinary 
conversation. Immediately after the list was dictated to the 
class the papers were collected. Later these papers were cor- 

16 



Experimental Studies in Spelling 17 

rected and a record made of the number of words missed pre- 
vious to the study of the words by the pupils. 

2. Immediately after the collection of the papers the teacher 
was to write the first word in the list on the board, pronounce it 
and have the pupils pronounce the word in concert. 

3. The pupils immediately after pronouncing the words, were 
to spell or sound out the word twice, according to the method 
used by the teachers in teaching spelling. 

4. The teacher was to erase word and proceed to the next 
word in the same way until the list was completed. 

5. After the study of the entire list, the teacher was to pro- 
nounce the words to the class and have the pupils exchange 
papers and mark the words that were missed. The teacher was 
to spell the words for the pupils and have the pupils mark those 
which were missed. The teacher was to be sure that the cor- 
rections were made accurately. The papers were to be col- 
lected immediately after their correction. 

A-2. — I. The teacher was instructed to dictate words to class, 
pronouncing each word once, distinctly, being careful not to 
pronounce the word so slowly that it was equal to spelling the 
word for the pupil, but to pronounce it clearly as in ordinary 
conversation. Immediately after the list was dictated to the 
class the papers were collected. Later these papers were cor- 
rected and a record made of the number of words missed previous 
to the study of the words by the pupils. 

2. Immediately after collection of the papers the teacher was 
to write the first word in the list on the board, pronounce it and 
have the pupils pronounce the word in concert. 

3. The pupils immediately after pronouncing were to spell or 
sound out the word once, according to the method used by 
teacher in teaching spelling. 

4. The teacher was to cover the word with a piece of card 
board and proceed with the next word in the same way until 
the list was completed. 

5. The teacher was to uncover the first word of the list and 
have the pupils spell or sound it out the second time, then 
erase the first word and proceed in the same way with the next 
word until the list was completed. 



18 Experimental Studies in Spelling 

6. After the study of the entire list, the teacher was to pro- 
nounce the words to the class and have the pupils exchange 
papers and mark the words that were missed. The teacher was 
to spell the words for the pupils and have the pupils mark those 
which were missed. The teacher was to be sure that the cor- 
rections were made accurately. The papers were to be col- 
lected immediately after their correction. 

B-i. — I. The teacher was instructed to dictate words to class, 
pronouncing each word once, distinctly, being careful not to 
pronounce the word so slowly that it was equal to spelling the 
word for the pupil, but to pronounce it clearly as in ordinary 
conversation. Immediately after the list was dictated to the 
class, the papers were collected. Later these papers were cor- 
rected and a record made of the number of words missed previous 
to the study of the words by the pupils. 

2. Immediately after collection of the papers the teacher was 
to write the first word in the list on the board, pronouncing it 
and have the pupils pronounce the word in concert. 

3. The pupils were to write the word twice and cover the 
words, immediately after being written twice, with a piece of 
cardboard. 

4. The teacher was to erase word and proceed to the next word 
in the same way until the list was completed. 

5. After the study of the entire list the teacher was to pro- 
nounce the words to the class and have the pupils exchange 
papers and mark the words that were missed. The teacher was 
to spell words for the pupils and have those marked that were 
missed. The teacher was to be sure that the corrections were 
made accurately. Papers were to be collected immediately 
after their correction. 

B-2. — I. The teacher was instructed to dictate words to class, 
pronouncing each word once, distinctly, being careful not to 
pronounce the words so slowly that it was equal to spelling the 
word for the pupil, but to pronounce it clearly as in ordinary 
conversation. Immediately after the list was dictated to the 
class the papers were collected. Later these papers were cor- 
rected and a record made of the number of words missed previous 
to the study of the words by the pupils. 



Experimental Studies in Spelling 19 

2. Immediately after collection of the papers the teacher was 
to write the first word in the list on the board, pronouncing it 
and have the pupils pronounce the word in concert. 

3. The pupils were to write the word once and cover the word 
just written with a piece of cardboard. 

4. The teacher was to cover the word and proceed with the 
next word in the same way until the list was completed. 

5. Then the teacher was to uncover the first word and have the 
pupils write the word a second time, erase the first word and 
proceed with the next word in the same way until the list was 
completed. 

4. All tests were made between nine (9) and ten (10) o'clock 
A. M. 

5. The weather conditions were noted in each test. 

6. The length of time spent in study of the words in each test 
was kept. The time for A-i should be the same as for A-2; for 
B-i the same as for B-2. 

7. The papers of each pupil who was not present for all the 
tests and the papers of children decidedly abnormal in spelling 
were not considered in the test. 

8. Each list of words was pronounced at the end of a week 
and the papers corrected as before. This was done with the 
idea of showing the permanency of results. 

9. A record was made of the number of words missed the first 
time the words were pronounced, the number missed after the 
study of the words and the number missed at the end of the 
week. This record was made for each test. The number of 
words learned in the study, i. e. the number missed before the 
study less the number missed after the study divided by the 
number missed before the study gives the per cent of words 
learned. A comparison of per cent of words learned in A-i 
with A-2 gives the result of the test; of B-i with B-2 gives the 
result of the second part of the test. The results for the end of 
the week were obtained by dividing the number learned for at 
least a week, i. e. the number missed before the study less the 
number missed at the end of the week, by the number missed 
before the study. 



20 



Experimental Studies in Spelling 
TABLE I 



Males, Immediately After Study 
Test A-i — Two oral repetitions — continuous. 

Number of Number of Number of Percentage 
Number of Words Missed Words Missed Words of Words 

Pupils. Before Study After Study Learned Learned 

Grade III 29 368 212 156 43 

Grade IV 23 279 138 141 50 

Grade V 10 96 30 66 68 

Grade VI 15 139 53 86 62 

Grade VII 17 95 26 69 73 

Grade VIII 14 104 14 90 86 

Test A-2 — Two oral repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 

Grade III 29 309 167 142 46 

Grade IV 23 219 115 104 47 

Grade V 10 loi 38 63 62 

Grade VI 15 iii 30 81 "jT) 

Grade VII 17 119 47 72 60 

Grade VIII 14 78 10 68 87 

The weather was clear for the tests in A-i and A-2. 

The time required for all the tests was the same excepting the 
following: Grade VI A-i, }i min. less than same grade A-2; 
Grade VIII A-i, 'jA min. less than same grade A-2. 

The average time was 6 min. 



Females, Immediately After Study 
Test A-i — Two oral repetitions — continuous. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



Number of 
Pupils 

28 
24 
20 
16 

23 
10 



Number of 



336 
220 

143 

132 

123 

61 



nber of 


Number of 


Percentage 


Is Missed 


Words 


of Words 


r Study 


Learned 


Learned 


179 


157 


47 


68 


152 


69 


25 


118 


83 


32 


100 


76 


22 


lOI 


81 


5 


56 


92 



Experimental Studies in Spelling 21 

Test A-2 — Two oral repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 

Grade III 28 347 148 199 57 

Grade IV 24 173 56 117 68 

Grade V 20 142 32 iii 77 

Grade VI 16 117 10 107 92 

Grade VII 23 172 49 123 72 

Grade VIII 10 40 i 39 98 

The weather and the time conditions were the same as males, 
Table I. 



Total, Immediately After Study 

Test A-i — Two oral repetitions — continuous. 

Number of Number of Number of Percentage 

Number of Words Missed Words Missed Words of Words 

Pupils Before Study After Study Learned Learned 

Grade III 57 704 391 313 44 

Grade IV 47 499 206 293 60 

Grade V 30 239 55 184 76 

Grade VI 31 271 85 186 69 

Grade VII 40 218 48 170 j-j 

Grade VIII 24 165 19 146 88 

Test A-2 — Two oral repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 

Grade III 57 656 315 341 52, 

Grade IV 47 392 171 221 57 

Grade V 30 243 70 173 70 

Grade VI 31 228 40 188 83 

Grade VII 40 291 96 195 67 

Grade VIII 24 118 11 107 93 

Weather and time conditions same as males. 



22 



Experimental Studies in Spelling 



TABLE II 

Males, Immediately After Study 

Test B-i — Two written repetitions — continuous. 

Number of Number of Number of Number of Percentage 

Pupils. Words Missed Words Missed Words of Words 

Before Study After Study Learned Learned 

Grade III 29 159 173 *-i4 *-9 

Grade IV 23 253 155 98 39 

Grade V 10 86 37 49 57 

Grade VI 15 128 36 92 72 

Grade VII 17 81 26 55 68 

Grade VIII 14 57 3 54 95 

Test B-2 — Two written repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 

Grade III 29 389 191 198 51 

Grade IV 23 281 144 137 48 

Grade V 10 75 15 60 80 

Grade VI 15 106 24 82 77 

Grade VII 17 89 29 60 68 

Grade VIII 14 69 13 56 82 

The weather was clear for tests B-i and B-2. 

The time required for all the tests was practically the same, 
with the following exceptions: Grade IV B-i, i min. more than 
B-2; Grade VII and VIII B-i, >^' min. less than same grades 
B-2. The average time was 93/^ min. 

The time required for Grades III and IV was longer than the 
tirne for other grades because of taking more time to write the 
words. 

Females, Immediately After Study 

Test B-i — Two written repetitions — continuous. 

Number of Number of Number of Number of Percentage 

Pupils Words Missed Words Missed Words of Words 

Before Study After Study Learned Learned 

Grade III 28 350 96 254 73 

Grade IV 123 255 61 194 76 

Grade V 20 150 34 116 77 

Grade VI 16 119 21 98 82 

Grade VII 23 104 27 77 74 

Grade VIII 10 30 2 28 93 

* More words missed after the study than were missed before the study. 



Experimental Studies in Spelling 23 

Test B-2 — Two written repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 

Grade III 28 417 ^37 280 67 

Grade IV 24 145 45 100 68 

Grade V 20 124 8 116 93 

Grade VI 16 113 12 loi 90 

Grade VII 23 106 9 97 9i 

Grade VIII 10 32 3 29 90 

The weather and the time conditions same as males, Table II. 



Total, Immediately After Study 

Test B-i — Two written repetitions — continuous. 

Number of Number of Number of Number of Percentage 
Pupils Words Missed 
Before Study 

Grade III 57 509 

Grade IV 47 508 

Grade V 30 236 

Grade VI 31 247 

Grade VII 40 185 

Grade VIII 24 87 

Test B-2 — Two written repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 

Grade III 57 806 328 478 59 

Grade IV 47 426 189 237 58 

Grade V 30 199 23 176 87 

G ade VI 31 219 36 183 84 

Grade VII 40 195 38 I57 81 

Grade VIII 24 loi 16 85 86 

The weather and the time conditions same as males, Table II. 



Is Missed 


Words 


of Words 


r Study 


Learned 


Learned 


269 


240 


45 


216 


292 


58 


71 


165 


69 


57 


190 


77 


53 


132 


71 


5 


82 


94 



24 Experimental Studies in Spelling 

TABLE III 

Males, at End of Week 

Test A-i — Two oral repetitions — continuous. 

Number of Number Number of Percentage 

Number of Words Missed Missed at Words of Words 

Pupils Before Study End of Week Retained Learned at 

End of Week 

Grade III 29 368 260 108 30 

Grade IV 23 279 177 102 36 

Grade V 10 96 48 48 50 

Grade VI 15 139 68 71 51 

Grade VII 17 95 75 20 21 

Grade VIII 14 104 36 68 65 

Test A-2 — Two oral repetitions — one repetition after an interval the length 

of which was the time required to study the other words of the list. 

Grade III 29 309 233 76 25 

Grade IV 23 219 159 60 2-j 

Grade V 10 loi 57 44 44 

Grade VI 15 iii 58 53 47 

Grade VII 17 119 72 47 40 

Grade VIII 14 78 31 47 61 

Weather was clear in each case. 

As there was no time spent in study the time was not noted. 

Females, at End of Week 
Test A-i — Two oral repetitions — continuous. 



Grade III.... 

Grade IV 

Grade V 

Grade VI 

Grade VII.... 
Grade VIII... 

Test A-2 — Two oral repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 





Number of 


Number of 


Number of 


Percentage 


Number 


Words Missed 


Words 


Words 


of Words 


of Pupils 


Before Study 


Missed at 
End of Week 


Retained 


Learned at 
End of Week 


28 


336 


266 


70 


21 


24 


220 


85 


135 


62 


20 


143 


39 


104 


73 


16 


132 


44 


88 


66 


23 


123 


46 


77 


62 


10 


61 


28 


33 


54 



Experimental Studies in Spelling 



25 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 



28 

24 
20 
16 

23 
10 



347 
173 
142 
117 
172 
40 



208 
108 
58 
47 
65 
14 



139 
65 
84 
70 

107 
26 



40 
38 
60 
60 
63 
65 



Weather and time conditions same as for males. 



Total, at End of Week 



Test A-i — Two oral repetitions — continuous. 



Number of 
Pupils 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



57 
47 
30 
31 
40 

24 



Number of 


Number 


Number 


Percentage 


Words Missed 


Missed at 


of Words 


of Words 


Before Study 


End of Week 


Retained 


Learned at 
End of Week 


704 


526 


178 


26 


499 


262 


237 


49 


239 


87 


152 


62 


271 


112 


159 


59 


218 


121 


97 


41 


165 


64 


lOI 


60 



Test A-2 — Two oral repetitions — one repetition after an interval the length of 
which was the time required to study the other words of the list. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 



57 
47 
30 
31 
40 

24 



656 
392 
243 
228 
291 
118 



441 
267 
115 
105 
137 
45 



215 
125 
128 
123 
154 
73 



33 
33 

53 
54 
52 
63 



Weather and time conditions same as for males. 



26 Experimental Studies in Spelling 

TABLE IV 

Males, at End of Week 

Test B-i — Two written repetitions — continuous. 

Number of Number Number of Percentage 

Number Words Missed at Words of Words 

of Pupils Missed End of Week Retained Learned at 

Before Study End of Week 

Grade III 29 159 241 *-82 *-5i 

Grade IV 23 253 194 59 24 

Grade V 10 86 49 37 43 

Grade VI 15 128 55 73 56 

Grade VII 17 81 75 6 8 

Grade VIII 14 57 17 40 71 

Test B-2 — Two written repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 

Grade III 29 289 261 128 51 

Grade IV 23 281 195 86 30 

Grade v.. 10 75 36 39 51 

Grade VI 15 106 51 55 51 

Grade VII 17 89 * 62 27 30 

Grade VIII 14 69 27 42 61 

Weather was clear in each case. 

As there was no time spent in study the time was not noted. 

Females, at End of Week 
Test B-i — Two 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 



vritten 


repetitions — continuous. 










Number of 


Number 


Number of 


Percentage 


Number 


of 


Words Missed 


Missed at 


Words 


of Words 


Pupils 




Before Study End of Week 


Retained 


Learned at 












End of Week 


28 




350 


234 


116 


33 


24 




255 


120 


135 


53 


20 




150 


50 


100 


67 


16 




119 


43 


76 


63 


23 




104 


54 


50 


48 


ID 




30 


5 


25 


83 



* Number of words missed at end of the week was greater than in preliminary test. 



Experimental Studies in Spelling 27 

Test B-2 — Two written repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 

Grade III 28 417 252 165 40 

Grade IV 24 145 130 15 10 

Grade V 20 124 42 82 66 

Grade VI 16 113 50 63 56 

Grade VII 23 106 42 64 61 

Grade VIII 10 32 10 22 47 

Weather and time conditions same as for males, Table IV. 

Total, at End of Week 

Test B-i — Two written repetitions — continuous. 

Number of Number Number of Percentage 

Number of Words Missed Missed at Words of Words 

Pupils Before Study End ot Week Retained Learned at 

End of Week 

Grade III 57 509 475 3^ g 

Grade IV 47 508 314 194 39 

Grade V 30 236 99 137 55 

Grade VI 31 247 98 159 60 

Grade VII 40 185 129 56 30 

Grade VIII 24 87 22 65 75 

Test B-2 — Two written repetitions — one repetition after an interval the 
length of which was the time required to study the other words of the list. 

Grade III 57 806 513 293 46 

Grade IV 47 426 325 loi 23 

Grade V 30 199 78 121 59 

Grade VI 31 219 loi 118 55 

Grade VII 40 195 104 91 46 

Grade VIII 24 loi 37 64 64 

Weather and time conditions same as for males, Table IV. 



28 Experimental Studies in Spelling 

TABLE V 
Males, Immediately After Study 



Test A-i — Two oral repetitions — continuous. 

Average Average 

Number of Number of Number of 
Pupils Words Missed Words Missed 
Before Study After Study 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



29 

23 
10 

15 
17 
14 



12.7 

12. 1 

9.6 

9.2 

5-5 
7-4 



Average Percentage 

Number of of Words 

Words Learned 
Learned 



5-4 

6.1 

6.6 

5-7 

4- 

6.4 



43 
50 
68 
62 

72, 
86 



Test A-2 — Two oral repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 



Grade III.. 

Grade IV... 

Grade V. . . . 

Grade VI. . . 

Grade VII. . 

Grade VIII. 



29 

23 
10 

15 

17 
14 



46 

47 
62 

73 
60 

87 



Females, Immediately After Study 



Test A-i — Two oral repetitions — continuous. 

Average Average 

Number of Number if Number of 
Pupils Words Missed Words Missed 
Before Study After Study 



Average 

Number of 

Words 

Learned 



Grade III.. 
Grade IV... 

Grade V 

Grade VI... 
Grade VII. . 
Grade VIII. 



28 
24 
20 
16 
23 

ID 



12. 

91 
7.2 
9.2 

5-3 
6.1 



6.1 

2.8 

1-3 
2. 
I . 

•5 



Percentage 
of Words 
Learned 



47 
69 
83 
76 
81 
92 



Test A-2 — Two oral repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 



Experimental Studies in Spelling 



29 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



28 

24 
20 
16 

23 
10 



5-3 
2.3 
1.6 

.6 
2. 1 

. I 



57 
68 

77 
92 
72 



Total, Immediately After Study 



Test A-i — Two oral repetitions — continuous. 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 



Number of 
Pupils 

57 
47 
30 
31 
40 
24 



Average Average 

Number of Number of 
WordsMissed Words Missed 
Study After Study 

.4 6.7 

.6 



Before 
12 
ID 



4-4 
2.2 
2.7 
1.3 



Average 

Number of 

Words 

Learned 

5-7 
6.2 
6.8 
6.5 
41 
6. 



Percentage 
of Words 
Learned 

44 
60 

76 
69 

77 



Test A-2 — Two oral repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII. . 
Grade VIII. 



57 


14-5 5-6 


47 


8.4 3-7 


30 


8.6 2.7 


31 


7-4 1-3 


40 


7-3 2.5 


24 


4.8 .4 




TABLE VI 



52 
58 
70 

83 
67 

93 



Males, Immediately After Study 



Test B-i — Two written repetitions — continuous. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII. . 
Grade VIII. 



Number of 
Pupils 

29 
23 
ID 

15 
17 
14 



Average Average 

Number of Number of 

Words Missed Words Missed 

Before Study After Study 

5-5 6. 

II. 6.7 

8.6 3.7 

"5 2.4 

1-5 



Average 

Number of 

Words 

Learned 



Percentage 
of Words 
Learned 

*-9 
39 
57 
72 
68 
95 



* More words were missed after study than before the study. 



30 



Experimental Studies in Spelling 



Test B-2 — Two written repetitions — one repetition after an interval the 
length of which was the time required to study the other words of the list. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII. . 
Grade VIII. 



29 

23 
10 

15 
17 

14 



134 
12.2 

7-5 
71 
5-2 
4-9 



6.6 
6.3 
1-5 
1.6 
1.6 
•9 



51 
48 
80 

77 
68 
82 



Females, Immediately After Study 
Test B-i — Two written repetitions — continuous. 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII. . 
Grade VIII. 



Number of 
Pupils 

28 

24 
20 
16 

23 
ID 



Average 


Average 


Average 


Percentage 


Number of 


Number of 


Number of 


of Words 


Words Missed Words Missed 


Words 


Learned 


Before Study 


After Study 


Learned 




12.5 


3-4 


91 


73 


10.6 


2.5 


8.1 


76 


7-5 


1-7 


5-8 


77 


7-4 


1-3 


6.1 


82 


4-3 


1 .2 


31 


74 


3- 


.2 


2.8 


93 



Test B-2 — Two written repetitions — one repetition after an interval the 
length of which was the time required to study the other words of the list. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 



28 

24 
20 
16 

23 
10 



15- 
6. 
6.2 

71 
4.6 
3-2 



ID. I 

41 

5-8 
6.4 
4.2 
2.9 



67 
68 

93 
90 

91 
90 



Total, Immediately After Study 



Test B-i — Two written repetitions — continuous. 



Average 



Average 



Average 



Pupils Words Missed Words Missed Words 



Grade III. . 
Grade IV. . . 
Grade V. . . . 
Grade VI... 
Grade VII. . 
Grade VIII. 



Percentage 



Number of Number of Number of Number of of Words 



Learned 





Before Study 


After Study 


Learned 




57 


9- 


4-7 


4-3 


32 


47 


10.8 


4.6 


6.2 


58 


30 


8.1 


2.7 


5-9 


69 


31 


7-9 


1-9 


6.1 


77 


40 


4.6 


1-4 


3-2 


71 


24 


3-6 


.2 


3-4 


94 



Experimental Studies in Spelling 



31 



Test B-2 — Two written repetitions — one repetition after an interval the 
length of which was the time required to study the other words of the Hst. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



57 


14.2 5.8 


47 


9.1 4.1 


30 


6.9 I. 


31 


7.1 1.2 


40 


4.8 I. 


24 


4. 1 .6 




TABLE VII 



59 
58 
87 
84 
81 
86 



Males, at End of Week 
Test A-i — Two oral repetitions — continuous. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 



Number of 
Pupils 

29 

23 
10 

15 
17 
14 



Average Average Average Percentage 

Number of Number Number of Words 

Words Missed Missed at Learned at Learned at 

Before Study End of Week End of Week End of Week 



12.7 

12. I 

9.6 

9.2 

5-5 
7-4 



30 
36 
50 
51 
21 

65 



Test A-2 — Two oral repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII. . 
Grade VIII. 



29 
23 
10 

15 
17 
14 



25 
27 

44 
47 
40 
61 



Females, at End of Week 
Test A-i — Two oral repetitions — continuous. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII. . 
Grade VIII. 



Number of 
Pupils 

28 

24 
20 
16 
23 



Average Average Average Percentage 

Number of Number Number Learned at 

Words Missed Missed at Learned at End of Week 
Before Study End of Week End of Week 



12. 

91 

7.2 
9.2 

5-3 
6.1 



3-3 



21 
62 

73 
66 

54 
54 



32 



Experimental Studies in Spelling 



Test A-2 — Two oral repetitions — one repetition after an interval the length 

of which was the time required to study the other words of the list. 
Grade III... 
Grade IV.... 

Grade V 

Grade VI. . . . 
Grade VII... 
Grade VIII.. 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII. . 
Grade VIII. 



28 


12.4 


7-4 


5- 


40 


24 


7.2 


4-5 


2.7 


38 


20 


71 


2.9 


4.2 


60 


16 


7-3 


2.9 


4-4 


60 


23 


7-5 


2.8 


4-7 


63 


10 


4- 


1-4 


2.6 


65 


Total, at End 


of Week 






ral repetitions — continuous. 








Average 


Average 


Average 


Percentage 


Number of 


Number of 


Number 


Numbered 


Learned at 


Pupils 


Words Missed 


Missed at 


Learned at 


End of Week 




Before Study 


End of Week 


End of Week 




57 


12.4 


9.2 


3-2 


26 


47 


10.6 


5-6 


5- 


49 


30 


8.4 


3-3 


51 


62 


31 


9.2 


3-7 


5-5 


59 


40 


5-4 


3-2 


2.2 


41 


24 


6.8 


2.7 


4-1 


60 



Test A-2 — Two oral repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 



Grade III.. 

Grade IV... 

Grade V. . . . 

Grade VI. . . 

Grade VII.. 

Grade VIII. 



57 
47 
30 
31 
40 

24 



14 



33 
33 
53 
54 
52 
63 



TABLE VIII 



Males, at End of Week 
Test B-i — Two written repetitions — continuous. 



Grade III 


Grade IV 


Grade V 


Grade VI 


Grade VII 


Grade VIII 





Average 


Average 


Average 


Percentage 


Number of 


Number of 


Number 


Number 


of Words 


Pupils 


Words Missed 


Missed at 


Learned at 


Learned at 




Before Study 


End of Week 


End of Week 


End of Week 


29 


5-5 


8.3 


*-2.8 


*-5i 


23 


II . 


8.4 


2.6 


24 


10 


8.6 


4-9 


3-7 


43 


15 


8.5 


3-7 


4.8 


56 


17 


4.8 


4-4 


■4 


8 


14 


41 


1.2 


2.9 


71 



* More words were missed at the end of week than were missed before study. 



Experimental Studies in Spelling 



33 



Test B-2 — Two written repetitions — one repetition after an interval the 
length of which was the time required to study the other words of the list. 

Grade III 



Grade IV... 

Grade V. . . . 

Grade VI. . . 

Grade VII.. 

Grade VIII. 



29 

23 
10 

15 
17 
14 



51 
30 
51 
52 
30 
61 



Females, at End of Week 
Test B-i — Two written repetitions — continuous. 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 



Number of 
Pupils 

28 

24 
20 
16 
23 



Average 

Number of 

Words Missed 

Before Study 



Average 

Number 

Missed at 



Average 

Number 

Learned at 



Percentage 
of Words 
Learned at 



End of Week End of Week End of Week 



33 
53 
67 
63 

48 

83 



Test B-2 — Two written repetitions — one repetition after an interval the 
length of which was the time required to study the other words of the list. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 



28 

24 
20 
16 

23 
10 



15- 
6. 
6.2 

71 
4.6 
3-2 



5-4 
2. 1 

31 
1.8 
I . 



6. 

.6 
41 
4- 
2.8 
2.2 



40 
10 
66 
56 
61 
47 



Total, at End of Week 
Test B-i — Two written repetitions — continuous. 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 



Number of 
Pupils 

57 
47 
30 
31 



Average 

Number of 

Words Missed 

Before Study 

9 
10 
I 
9 



40 

24 



Average 

Number 

Missed at 



Average 

Number 

Learned at 



End of Week End of Week 



Percentage 

of Words 

Learned at 

End of Week 

7 
39 
35 
60 



30 

75 



34 



Experimental Studies in Spelling 



Test B-2 — Two written repetitions — one repetition after an interval the 
length of which was the time required to study the other words of the list. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



57 


14.2 


9- 


47 


91 


6.9 


30 


6.9 


2.9 


31 


71 


3-3 


40 


4.8 


2.7 


24 


41 


15- 




TABLE 


IX 



5-2 
2.2 
4- 

3-8 
2. 1 
2.6 



46 
23 
59 

55 
46 
64 



Comparison of Test A-i and A-2 — A-i — Two oral repetitions — continuous; 
A-2 — Two oral repetitions — one repetition after an interval the length 
of which was the time required to study the other words of the list. 



Number of 
Pupils 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 

Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 

Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 
Average . . 



29 
23 
10 

15 
17 
14 



28 
24 
20 
16 

23 
10 



5'7 
47 
30 
31 
40 

24 



Percent. Learned 


Percent. Learned 


Immediately After Study 


at End of Week 


A-I 


A-2 


A-I A-2 


Males 






43 


46 


30 25 


50 


47 


36 27 


68 


62 


50 44 


62 


73 


51 47 


73 


60 


21 40 


86 


87 


65 61 


Females 






47 


57 


21 40 


69 


68 


62 38 


83 


77 


73 60 


76 


92 


66 60 


81 


72 


62 63 


92 


98 


54 65 


Total 






44 


52 


26 33 


60 


58 


49 33 


76 


70 


62 53 


69 


83 


59 54 


77 


67 


41 52 


88 


93 


60 63 


69 


49-5 


70.5 48 



Experimental Studies in Spelling 



35 



TABLE X 

Comparison of Test B-i and B-2— B-i— Two written repetitions— con- 
tinuous; B-2 — Two written repetitions — one repetition after an interval 
the length of which was the time required to study the other words of 
the list. 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII. . 
Grade VIII. 

Grade III. . 
Grade IV. . . 

Grade V 

Grade VI. . . 
Grade VII.. 
Grade VIII. 

Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII. . 
Grade VIII. 
Average. . . 



Number of 


Percent. Learned 


Percent. Learned 


Pupils 


Immediately After Study 


at End of Week 




B-I 


Malei 


B-2 


B-I B-2 


29 


-9 




51 


-51 51 


23 


39 




48 


24 30 


10 


57 




80 


43 51 


15 


72 




11 


56 52 


17 


68 




68 


8 46 


14 


95 




82 


71 61 




Females 






28 


73 




67 


33 40 


24 


76 




68 


53 10 


20 


77 




93 


67 66 


16 


82 




90 


63 56 


23 


74 




91 


48 61 


10 


93 




90 


83 47 




Total 






57 


32 




59 


-9 46 


47 


58 




58 


39 23 


30 


69 




87 


55 59 


31 


77 




84 


60 55 


40 


71 




81 


30 46 


24 


94 




86 


75 64 




66. 


8 


415 


75.8 48. 



Analysis of Test A-i and A-2. 

Examination of results shows that Grades 4, 5, and 7 learned 
the largest percentage of words in Test A-i, two oral repetitions 
— continuous and that Grades 3, 6, and 8 learned the largest per- 
centage of words in A-2 — two oral repetitions — one repetition 
after an interval the length of which was the time required to 
study the other words of the list. 



36 Experimental Studies in Spelling 

The average percentage of words learned in the six grades in 
Test A- 1 is 69 per cent; in A-2 is 70.5 per cent, making 1.5 per 
cent in favor of A-2, the characteristic of which was repetition 
after an interval. In general the result was the same at the end 
of the week. 

Analysis of Test B-i and B-2 

Examination of results shows that Grade 8 learned the largest 
percentage of words in Test B-i — two written repetitions — con- 
tinuous and that Grade 4 learned the same percentage in B-i 
and B-2. Grades 3, 5, 6, and 7 learned a larger percentage of 
words in B-2 — two written repetitions — one repetition after an 
interval the length of which was the time required to study the 
other words of the list. 

The average percentage of words learned in the six grades in 
Test B-I is 66.8 per cent; in B-2, 75.8 per cent, making 9 per 
cent in favor of B-2, the characteristic of which was repeti- 
tion after an interval. B-2 differed from A-2 in form of repe- 
tition, B-2 being written repetition. In general the result was 
the same at the end of the week. 

In both parts of this experiment, the final average points very 
clearly to repetition after an interval as being more effective in 
memorizing, although, especially in Tests A-i and A-2, there are 
individual exceptions in certain grades. 



PART II 

Experiment II 

The purpose of this experiment was the same as Experiment 
in Part I. 

The plan of the experiment as used in Part I was modified as 
follows: Experience as gained in Part I made it evident that it 
would be desirable to have one person conduct the entire experi- 
ment. Hence, I concluded to conduct the experiment entirely 
myself, not having the teachers assist me in any way. This 
plan I found impracticable for the following reasons: 

1. It required more time than I could give to it to conduct 
the experiment in the different grades. 

2. The change in hand writing from that of teacher was a 
disturbing factor. This could be avoided by the teacher writing 
the words on the board. 

3. The grades being located in two buildings, it was impossible 
to conduct the test on the same day. Not doing it on the same 
day, pupils of the same grade would talk about the test and thus 
make a disturbing factor that would largely invalidate results. 

Another plan considered was to have pupils study an advance 
lesson in the book instead of writing words on the board. This 
would have the very great advantage of being similar to the 
preparation of the ordinary spelling lesson. 

The objections to this are: (i). No way to be certain that 
pupils study as directed. (2). Not likely to have maximum of 
attention. 

The following plan was used in this test: 

1. The test was made in grades 3, 4, 5, 6, 7, and 8. 

2. Twenty words in each test were selected so that there was 
a large number of words to be learned by the class. 

3. AH the tests were made at the same time of the day between 
8:45 and 10:00 A. M. This was done so as to have as nearly 
as possible the same mental condition. 

37 



38 Experimental Studies in Spelling 

4. The weather conditions were noted as clear, fair, or cloudy. 
As the test was conducted in February and March, the tempera- 
ture being uniform in the rooms, the temperature was not a 
factor. If conducted in Spring or Fall the temperature would 
be noted, as it would be a disturbing factor. 

5. Any pupil especially abnormal as to spelling was not 
counted in this test. They took the work with the class, but 
papers were rejected in results. The same was done with re- 
spect to pupils that were not in good physical condition at the 
time of the test. 

6. The length of time spent in study of words in each test was 
noted. This time should not vary more than half a minute. 
By careful trial the time for each test in Series I was shown to 
be practically the same. The same was true of Series 2. 

7. Only the papers for pupils present for all tests in Series I 
were considered. The same was true for Series 2. 

8. The same list of words was pronounced at the end of a 
week. This was called the Review. 

9. The teachers of the grades pronounced the words of the 
tests to the class according to the following directions. All 
papers were corrected under my immediate direction. 

10. The results were recorded as follows: A record was made 
of the words missed in the preliminary test, of the number 
missed after the study, and the number missed at the end of the 
week. The number missed in the preliminary test less the 
number missed after study was the number learned. The num- 
ber learned divided by the number possible to be learned, i. e., 
number missed after preliminary test, gave the percentage 
learned. 

Objection — The device was likely to be a disturbing factor. I 
would suggest that this device could be dispensed with. Upon 
trial I believe the pupils will concentrate on the word as 
directed by pointing to it without covering with device. 

Plan of Tests 

Make tests immediately after opening exercises. Words to 
be written on board before pupils come into room and covered 
until ready to study words. 



Experimental Studies in Spelling 39 

Series A — Test i 

1. Dictate words to class. Collect papers immediately. 

2. (a) Experimenter pronounce the word. 

{b) Pupils pronounce and spell the word in concert, 
(c) Pronounce and spell the word in concert. 
{d) Pronounce and spell the word in concert. 

3. Study each succeeding word in the same way as the first 
word was studied, completing the list. 

4. Experimenter pronounce words to class immediately after 
completion of list and collect papers. 

Test II 

1. Dictate words to class. Collect papers immediately. 

2. {a) Experimenter pronounce the word. 

{h) Pupils pronounce and spell the word in concert. 

3. Study each succeeding word in the same way as first word 
was studied, completing the list. 

{a) Study entire list a second time in the same way. 
ib) Study entire list a third time in the same way. 

4. Experimenter pronounce words to class immediately after 
completion of list and collect papers. 

Series A — Test III 

1. Dictate words to class. Collect papers immediately. 

2. (a) Experimenter pronounce word. 

{b) Pupils pronounce the first word and spell the first word 

in concert twice, 
(c) Pronounce and spell the first word in concert. 
Complete the list. 
4. Experimenter pronounce words to class immediately after 
completion of list and collect papers. 

Note — A comparison in test i, 2, and 3 shows that in test i 
each word was pronounced three times in succession; in test 2 
each word was pronounced and studied three times after an 
interval, i. e., the time required to complete the list. In test 
3 each word was pronounced and studied three times — twice 



40 Experimental Studies in Spelling 

in succession and once after an interval, the interval being the 
time since the last repetition, which interval is a variable quantity, 
since the interval for the first word is the time required to study 
nineteen words twice and for the second word the time required 
to study eighteen words twice and one word once, etc. 

Series B — Test I 

1. Dictate words to the class. Collect papers immediately. 

2. (a) Experimenter pronounce word. 
{h) Pupils pronounce word in concert. 

(c) Pupils spell the first word four times in concert in suc- 
cession. 

3. Study each succeeding word in the same way as the first 
word was studied, completing the list. 

4. Experimenter pronounce words to class immediately after 
completion of list and collect papers. 

Test II 

1. Dictate words to class. Collect the papers immediately. 

2. (a) Experimenter pronounce first word. 

(6) Pupils pronounce first word in concert. 
(c) Pupils spell first word once in concert. 

3. Complete the list, then repeat the same process three times. 

4. Experimenter pronounce words to class immediately after 
completion of list and collect papers. 

Test III 

1 . Dictate words to the class. Collect the papers immediately. 

2. (a) Experimenter pronounce the first word. 

{h) Pupils pronounce the first word in concert. 

(c) Pupils spell the first word twice in succession in concert. 

3. Complete the list, then repeat — 2 (c). 

4. Experimenter pronounce words to class immediately after 
completion of list and collect papers. 

Test IV 

I. Dictate the words to the class. Collect the papers imme- 
diately. 



Experimental Studies in Spelling 



41 



2. Experimenter pronounce first word. 

(a) Pupils pronounce the first word in concert. 
(6) Pupils spell first word twice in succession. 

3. Complete the list, then go over the list twice, spelling each 
word once each time. 

4. Experimenter pronounce the words to the class immediately 
after completion of list and collect papers. 

Test V 

1. Dictate words to the class. Collect papers immediately. 

2. (a) Experimenter pronounce first word. 

(6) Pupils pronounce the first word in concert. 
(c) Pupils spell the first word three times in concert in 
succession. 

3. Complete the list, then go over the list, spelling each word 
once. 

4. Experimenter pronounce the words to the class imme- 
diately after completion of list and collect papers. 

The following list of words was used in Series A. 

GRADE III 



Test i 

1. clover 

2. cloak 

3. moment 

4. leopard 

5. currant 

6. carrot 

7. locate 

8. language 

9. wealthy 

10. weedy 

11. thrush 



Test 2 

1, locket 

2. weave 



psalm 

perch 

stiffen 

ivory 

elephant 

8. heroes 

9. stupid 

10. against 

11. northern 



Test 3 

1. trolley 

2. maiden 

3. control 

4. vale 

5. weather 

6. medicine 

7. bluebells 

8. umbrella 

9. wisdom 
ID. pulse 
II. wharf 



42 



Experimental Studies in Spelling 



12. cipher 

13. weave 

14. blade 

15. vote 

16. burdens 

17. cocoa 

18. choir 

19. avoid 

20. screw 



12. several 

13. cylinder 

14. fragrant 

15. tenderly 

16. breathe 

17. confuse 

18. poison 

19. prairie 

20. mission 



12. tract 

13. quotient 

14. minuend 

15. volcano 

16. equator 

17. stomach 

18. instead 

19. grassy 

20. scream 



GRADE IV 



Test i 

1. dangerous 

2. afternoon 

3. contrivings 

4. mulberry 

5. scorpion 

6. nuisance 

7. saltpetre 

8. sturgeon 

9. exclamation 

10. Colorado 

11. camera 

12. cement 

13. Detroit 

14. intelligence 

15. alphabet 

16. catkin 

17. decimal 

18. Carolina 

19. diaphragm 

20. spectacle 



Test 2 

1. costume 

2. cashier 

3. expensive 

4. ventilator 

5. sparingly 

6. succeeded 

7. mimic 

8. stifled 

9. Lansing 

10. caresses 

11. ceiling 

12. sapphire 

13. interrogation 

14. Minnesota 

15. schooners 

16. abundant 

17. caravan 

18. sinewy 

19. capitol 

20. irregular 



Test 3 

1. flabby 

2. derrick 

3. Bermuda 

4. doubly 

5. Arcadia 

6. consumption 

7. declaration 

8. average 

9. coaxes 

10. twitted 

11. flimsy 

12. banquet 

13. Wednesday 

14. ignorant 

15. cartilage 

16. piteous 

17. anecdote 

18. columbine 

19. briers 

20. obeyed 



Experimental Studies in Spelling 



43 



GRADE V 



Test i 

1. coinage 

2. albumen 

3. special 

4. emigrants 

5. desirable 

6. barbarous 

7. longitude 

8. cupola 

9. Vancouver 

10. gallantly 

11. troupe 

12. masticate 

13. frightening 

14. desirable 

15. admittance 

16. pungent 

17. Ottawa 

18. cigarette 

19. gnarled 

20. reverent 



Test 2 

discipline 

steadily 

Seine 

wholly 

monstrous 

demerit 

Mackenzie 

8. curbstone 

9. auburn 

10. disappoint 

11. blithesome 

12. actually 

13. Oglethorpe 

14. Marquette 

15. sneaked 

16. omission 

17. dignified 

18. excellent 

19. chastening 

20. czar 



Test 3 

1. deserter 

2. fashionable 

3. pretense 

4. scarecrow 

5. chubby 

6. career 

7. essays 

8. bosom 

9. buttoning 

10. Havana 

11. degrees 

12. longitude 

13. damsel 

14. cupola 

15. demon 

16. collier 

17. daylight 

18. denial 

19. ruddier 

20. demerit 



GRADE VI 



Test i 



1. smecure 

2. optical 

3. repelled 

4. pretzel 

5. Illinois 

6. phosphate 

7. numskull 

8. papoose 

9. Seattle 



Test 2 

1. dimension 

2. telephone 

3. marrow 

4. conqueror 

5. masticate 

6. isinglass 

7. proteids 

8. physician 

9. astringent 



Test 3 

1. trophy 

2. fragile 

3. vehemence 

4. phonograph 

5. resurrect 

6. singeing 

7. chrysalis 

8. conqueror 

9. razor 



44 



Experimental Studies in Spelling 



10. wreckage 

11. pontoon 

12. sycamore 

13. millinery 

14. intertwine 

15. senior 

16. gymnasium 

17. parenthesis 

18. pantaloons 

19. pinion 

20. Sumatra 



10. oracle 

11. ruffian 

12. DuQuesne 

13. pugilist 

14. burglar 

15. equivocate 

16. vicissitude 

17. phonograph 

18. crockery 

19. perforate 

20. moral 



10. firkin 

11. bivalve 

12. radius 

13. pioneers 

14. chattel 

15. urgently 

16. temperature 

17. brogan 

18. infringe 

19. colonial 

20. equivocate 



GRADE VII 



Test i 

1. superficial 

2. persistent 

3. requisite 

4. lusciousness 

5. corpuscles 

6. Mozambique 

7. spiritualism 

8. monotony 

9. Oceanica 

10. Yokohama 

11. monstrosity 

12. plague 

13. proficient 

14. ironical 

15. subjugate 

16. courteous 

17. transparent 

18. superbly 

19. tincture 

20. reversible 



Test 2 

1. exhortation 

2. pugnacious 

3. systemic 

4. carat 

5. subterranean 

6. rigorous 

7. obscurity 

8. luxuriant 

9. Monotheism 

10. tragedian 

11. cotton-gin 

12. tortuous 

13. submaxillary 

14. peculiarly 

15. originally 

16. provender 

17. propulsion 

18. instigation 

19. perjure 

20. solicit 



Test 3 

1. disinherit 

2. equitable 

3. joviality 

4. aviary 

5. auricles 

6. condescend 

7. officious 

8. spasmodic 

9. annually 

10. humidity 

11. sociability 

12. luxurious 

13. sewer 

14. hydrant 

15. ulcerate 

16. petrify 

17. perusal 

18. pneumonia 

19. translation 

20. infinitive 



Experimental Studies in Spelling 



45 



Test I 

1. thermometer 

2. auditorium 

3. Buchanan 

4. antithesis 

5. municipal 

6. incandescent 

7. collegiate 

8. monastery 

9. atomizer 

10. cuspidor 

11. symmetry 

12. courier 

13. property 

14. synecdoche 

15. tympanum 

16. statutory 

17. puritanical 

18. reservation 

19. crystalline 

20. lettuce 



GRADE VIII 

Test 2 

1. sepulcher 

2. cranial 

3. cotillion 

4. complete 

5. pulmonary 

6. negotiable 

7. commissary 

8. translucent 

9. auditorium 

10. bituminous 

11. Lowell 

12. enervate 

13. misdemeanor 

14. vaccinate 

15. neuralgia 

16. soliloquy 

17. asylum 

18. zouave 

19. subsidize 

20. audacious 



Test 3 

1. treasonable 

2. traditional 

3. anodyne 

4. ulceration 

5. versatile 

6. symmetry 

7. congruity 

8. putrefaction 

9. thermometer 

10. massacre 

11. Barbadoes 

12. visionary 

13. Nevada 

14. impassable 

15. tyrannize 

16. contusion 

17. pulmonary 

18. conception 

19. volubility 

20. solicitor 



46 



Experimental Studies in Spelling 



The following list of words was used in Series B. 



1. walnut 

2. cruelly 

3. replied 

4. mahogany 

5. whoa 

6. tumbler 

7. precious 

8. Yucatan 

9. cinder 

10. whiskey 

11. anxious 

12. alligator 

13. stomach 

14. nineteen 

15. waking 

16. parallel 

17. kingdom 

18. queer 

19. bicycle 

20. petroleum 



1. breathe 

2. tighten 

3. southern 

4. service 

5. sneeze 

6. pistil 

7. bridle 

8. semi-circle 

9. tempt 
10. tobacco 

11. mahogany 

12. asparagus 

13. strength 

14. Michigan 

15. envelope 

16. hasten 

17. alcohol 

18. anvil 

19. prison 

20. atmosphere 



GRADE III 

3 

1. acute 

2. hateful 

3. ashamed 

4. spicy 

5. odor 

6. diamonds 

7. oblique 

8. foreign 

9. continent 

10. vegetable 

11. isthmus 

12. moving 

13. walrus 

14. tuber 

15. several 

16. Ontario 

17. chintz 

18. surround 

19. parson 

20. Chinese 



4 

1. silence 

2. hinge 

3. sweat 

4. chalky 

5. southern 

6. Japanese 

7. enamel 

8. exercise 

9. bruises 

10. Hiawatha 

11. height 

12. salad 

13. smother 

14. capital 

15. peninsula 

16. castle 

17. soiling 

18. whate'er 

19. person 

20. Schuylkill 



1. Mongolian 

2. reptile 

3. rooster 

4. Mississippi 

5. treasure 

6. Malay 

7. saucy 

8. complete 

9. temperature 

10. blacksmith 

11. eighty 

12. captain 
13. shepherd 

14. pollen 

15. corolla 

16. calyx 

17. Eskimos 

18. meddle 

19. mineral 

20. erase 



I 

polar 

pampas 

cemetery 

certain 

destruction 

delicious 

repose 

8. endeavor 

9. China 

10. plentiful 

11. cleanliness 

12. brakeman 

13. chamois 

14. Creator 

15. contraction 

16. ridged 

17. decorate 

18. wrought 

19. curious 

20. vowel 



1. repose 

2. clung 

3. project 

4. formation 

5. crayon 

6. farmyard 

7. Whittier 

8. ledger 

9. bulbous 

10. happily 

11. chasms 

12. thistle 

13. plague 

14. medium 

15. City Hall 
15. finally 

17. machine 

18. opinion 

19. obedient 

20. monument 



GRADE IV 

3 

1. obstacle 

2. bargains 

3. geysers 

4. liquor 

5. warriors 

6. cologne 

7. telegraph 

8. sheltered 

9. Mildred 

10. nineteen 

11. radiant 

12. Yukon 

13. evident 

14. immense 

15. knuckle 

16. alphabet 

17. absorb 

18. sunnier 

19. quivering 

20. evident 



1. kerosene 

2. aisle 

5. arteries 

4. seizing 

5. actual 

6. caution 

7. bouquet 

8. thorough 

9. disguise 

10. religious 

11. privilege 

12. scattering 

13. niece 

14. drought 

15. Elizabeth 

16. inflamed 

17. knuckle 

18. Alabama 

19. sunnier 

20. censure 



1. exactly 

2. groceries 

3. sycamore 

4. absorb 

5. abundant 

6. annoy 

7. pendulum 

8. amethyst 

9. conductor 

10. singular 

11. ourselves 

12. Baltimore 

13. llama 

14. Chesapeake 

15. perspiration 

16. squeeze 

17. scissors 

18. grammar 

19. torture 

20. notable 



Experimental Studies in Spelling 



47 



GRADE V 



I. 

2. 

3 
A' 
5. 
6, 

7. 
8, 

9' 

10. 

II, 

12. 
14. 
16. 
18. 
20. 



ruddier 

clotted 

pretense 

fashionable 

dissolves 

Ottawa 

apparel 

thousandths 

lemon 

chocolate 

punctual 

diphtheria 

Gettysburg 

precipice 

raisins 

abyss 

volcanic 

luscious 

encouraged 

residence 



1. crayon 

2. Raleigh 

3. multiple 

4. axle-tree 

5. apparatus 

6. hoarse 

7. Honolulu 

8. parenthesis 

9. decimal 

10. antennae 

1 1 . bare-headed 

12. angrily 

13. whoop 

14. shamrock 

15. castile-soap 

16. better 

17. microscope 

18. fowl 

19. piteous 

20. methinks 



1. pursuit 

2. imagine 

3. sociable 

4. capillaries 

5. epaulets 

6. Lehigh 

7. oxygen 

8. cavern 

9. Cayenne 
ID. magistrate 

11. whirling 

12. poverty 

13. glorious 

14. sulphur 

15. nautical 

16. halibut 

17. negligence 

18. emerald 

19. fertile 

20. wanders 



1. cornstalk 

2. engineer 

3. woodbine 

4. physician 

5. Valparaiso 

6. photograph 

7. limpid 

8. gorilla 

9. Manila 

10. colonel 

11. avoirdupois 

12. chrysalis 

13. valiant 

14. furnace 

15. ceases 

16. masticate 

17. gallantry 

18. gnarled 

19. desirable 

20. alcoholic 



5 
cupola 
troupe 
scene 
Magellan 

5. receiving 

6. wedded 

7. reverent 

8. aromatic 

9. bruise 
ID. brew 

11. whirling 

12. plunging 

13. conjunction 

14. Missouri 

15. adorned 

16. demolish 

17. chamois 

18. government 

19. smugglers 

20. ejected 



GRADE VI 



1. mutmy 

2. proteids 

3. humorist 

4. microscope 

5. equivocate 

6. serenely 

7. chastise 

8. vehemence 

9. pretzel 

10. insolvent 

11. oriole 

12. ruffian 

13. Monmouth 

14. ascending 

15. Brussels 

16. coupling 

17. battery 

18. Pyrenees 

19. twinging 

20. rotate 



1. interment I. 

2. prepositional 2 

3. Constantinople 3 



4. prosecute 

5. jostling 

6. Dneiper 

7. druggist 

8. reunite 

9. extortion 

10. abbreviation 

11. arson 

12. specie 

13. pinnacle 

14. notary 

15. treacherous 

16. purloin 

17. lymphatics 

18. Brahmanism 

19. trombone 

20. arsenal 



4- 
5- 
6. 

7- 
8. 

9- 
10. 
II. 
12. 

13- 
14. 

15- 
16. 

17- 

18. 

19- 

20. 



vulgarity 

duodenum 

worrying 

prosy 

Burgoyne 

lyceum 

stampede 

ween 

elastic 

Tripoli 

stalwart 

acknowledge 

analysis 

starvation 

synovia 

approval 

console 

digestible 

spherical 

excavate 



4 

1. vessels 

2. solvency 

3. fraudulently 

4. pickerel 

5. plaintiff 

6. traverse 

7. Euphrates 

8. brethren 

9. wizard 

10. placid 

11. artillery 

12. Arabia 

13. aptness 

14. arbutus 

15. braid 

16. moisture 

17. conceited 

18. ewes 

19. estuary 

20. menial 



1. windlass 

2. pompous 

3. bolster 

4. epiglottis 

5. cranberry 

6. pique 

7. cereal 

8. granary 

9. detestable 

10. ventilator 

11. estuary 

12. torpedo 

13. Chippewa 

14. luxuriant 

15. Antwerp 

16. pleasurable 

17. adverbial 

18. syringe 

19. slough 

20. weasel 



48 



Experimental Studies in Spelling 



GRADE VII 



I. 


adroitly 


I. 


malefactor 


I. publicity 


I. nostrils 


I. chemistry 


2. 


calabash 


2. 


magistrate 


2. protestant 


2. Winchester 


2. jocularity 


3. 


gentility 


3- 


politician 


3. ancestral 


3. horticulture 


3. cavity 


4- 


felony 


A- 


lithograph 


4. counterfeit 


4. cremation 


4. coagulation 


5- 


abscond 


5- 


infamous 


5. reversible 


5. atrocious 


5. paradise 


6. 


linguist 


6. 


auricle 


6. wristband 


6. window 


6. oscillate 


7- 


mimicry 


7- 


Bowdoin 


7. corpuscles 


7. suture 


7. Guardafui 


8. 


embarrass 


8. 


annually 


8. matriculate 


8. meagerly 


8. buoyant 


9- 


Tanganyika 


9- 


, reprimand 


9. baize 


9. Australia 


9. vigilant 


10. 


neuralgia 


10. 


lynx 


ID. upholster 


10. brokerage 


10. extol 


II. 


whimsical 


II. 


cranium 


II. Hawthorne 


II. octagonal 


II. depreciate 


12. 


Tippecanoe 


12. 


provident 


12. authentic 


12. visitant 


12. wary 


13- 


covetous 


13- 


submaxillary 


13. aviary 


13. doctrine 


13. Chickamauga 


14. 


theatrical 


14. 


submarine 


14. disinherit 


14. payee 


14. variable 


15. 


ulcerate 


15- 


winsome 


15. Thibet 


15. penury 


15. distinguished 


16. 


zither 


16. 


wiry 


16. orphanage 


16. flexors 


16. lieutenant 


17- 


vixen 


17- 


propellor 


17. mustiness 


17. grumpiness 


17. hosiery 


18. 


coroner 


18. 


cosmetic 


18. midshipman 


18. compiling 


18. ottoman 


19- 


etiquette 


19- 


involuntary 


19. premeditate 


19. loitering 


19. bullion 


20. 


ordinance 


20. 


Edison 


20. avalanche 
GRADE VIII 


20. oiliness 


20. massacre 




I 




2 


3 


4 


5 


I. 


Divine 


I. 


justice 


I. criminate 


I. versatile 


I. sophomore 


2. 


waning 


2. 


noiseless 


2. grater 


2. subsidy 


2. cochineal 


3- 


perjury 


3- 


aquarium 


3. crinoline 


3. compliment 


3. coherency 


4- 


reservoir 


4- 


catapult 


4. cotillion 


4. synecdoche 


4. obliteration 


5- 


benevolence 


5- 


legitimate 


5. corroborate 


5. pious 


5. ingredient 


6. 


perquisite 


6. 


expiate 


6. Transvaal 


6. sustenance 


6. minority 


7- 


loquacious 


7- 


verbiage 


7. cuspidor 


7. contusion 


7. posterity 


8. 


Madeira 


8. 


Farragut 


8. duteous 


8. Garfield 


8. chandelier 


9- 


region 


9- 


refutation 


9. bigoted 


9. usurious 


9. Goldsmith 


10. 


serpent 


10. 


equestrian 


10. tacitly 


10. austerity 


10. vitreous 


II. 


Altoona 


II. 


pyrotechnic 


II. inflammable 


II. avaricious 


II. bravado 


12. 


virulent 


12. 


antithesis 


12. Carlyle 


12. convivial 


12. Brooklyn 


13- 


itinerary 


13- 


Ecuador 


13. stultify 


13. innovation 


13. chloroform 


14. 


evangelist 


14. 


disseminate 


14. sponge 


14. metonymy 


14. salubrious 


15- 


frivolity 


15- 


incarcerate 


15. prevaricate 


15. ostentation 


15. clemency 


16. 


mutually 


16. 


sumptuary 


16. husbandry 


16. Polynesia 


16. neutrality 


17- 


transiently 


17- 


apothecary 


17. secretary 


17. frigidity 


17. celerity 


18. 


tympanum 


18. 


trapezoid 


18. polysyllable 


18. collision 


18. resuscitate 


19- 


auditorium 


19. 


convoy 


19. stigmatize 


19. volatile 


19. brunette 


20. 


convalesce 


20. 


substantiate 


20. actually 


20. cheroot 


20. oviform 



)re Study 


After Sti 


idy 


Lea rned 


Lear 


733 


434 




299 


41 


475 


248 




225 


47 


664 


298 




366 


55 


349 


87 




262 


75 


502 


171 




331 


66 



Experimental Studies in Spelling 49 

TABLE X. 

Showing the Number and Percentage Learned Immediately After 

Study 

SERIES A — Test i — Three oral repetitions — continuous. 

Number of Number of Number of 
Number of Words Missed Words Missed Words Percentage 

Pupils 

Grade III 52 

Grade IV 43 

Grade V 43 

Grade VI 31 

Grade VII 37 

Grade VIII 31 395 159 236 59 

Test 2 — Three oral repetitions — Two repetitions each of which was after an 
interval the length of which was the time required to study the other 
words of the list. 

Grade III 52 758 389 369 49 

Grade IV 43 651 290 361 55 

Grade V 43 620 207 413 66 

Grade VI 31 364 loi 263 72 

Grade VII 37 525 164 361 69 

Grade VIII 31 297 54 243 82 

Test 3 — Three oral repetitions — Two continuous and one after an interval 
the length of which was the time required to complete the study of list 
twice. 

Grade III 52 644 347 297 46 

Grade IV 43 683 351 332 49 

Grade V 43 527 157 370 70 

Grade VI 31 387 92 295 76 

Grade VII 37 435 126 309 71 

Grade VIII 31 259 70 189 73 

The weather was fair or clear for tests i, 2 and 3. 

The time was approximately the same in all tests, varying 
somewhat according to grade. Grades 3 and 4 required about 
I minute longer than the other grades. The average time for 
Grades 5 to 8 was 5 minutes. 



733 


535 


igS 


27 


475 


252 


223 


46 


664 


371 


293 


44 


349 


159 


190 


54 


502 


276 


226 


45 


395 


196 


199 


50 



50 Experimental Studies in Spelling 

TABLE XI 

Showing the Number and Percentage Learned at End of Week 

SERIES A — Test i — Three oral repetitions. 

Number of Percentage 
Number of Number of Words Learned at 
Number of Words Missed Words Missed Learned at End of 

Pupils Before Study End of Week End of Week Week 

Grade III 52 

Grade IV 43 

Grade V 43 

Grade VI 31 

Grade VII 37 

Grade VIII 31 

Test 2 — Three oral repetitions — Two repetitions each of which was after an 
interval the length of which was the time required to study the other 
words of the list. 

Grade III 52 758 528 230 30 

Grade IV 43 651 393 258 40 

Grade V 43 620 375 245 39 

Grade VI 31 364 166 198 54 

Grade VII 37 525 280 245 47 

Grade VIII 31 297 115 182 61 

Test 3 — Three oral repetitions — Two continuous and one after an interval 
the length of which was the time required to complete the study of the 
list twice. 

Grade III 52 644 462 182 28 

Grade IV 43 683 417 266 39 

Grade V 43 527 3o8 219 40 

Grade VI 31 387 217 170 44 

Grade VII 37 435 252 183 42 

Grade VIII 31 259 113 146 56 

Weather clear or fair when review was given at end of week. 



Experimental Studies in Spelling 
TABLE XII 



51 



Showing the Average Number and Percentage Learned After Study 

SERIES A — Test i — Three oral repetitions — continuous. 

Average Average Average 

Number of Number of Number of Number of Percentage 
Pupils Words Missed Words Missed Words Learned 

Before Study After Study Learned 

Grade III 52 

Grade IV 43 

Grade V 43 

Grade VI 31 

Grade VII 37 

Grade VIII 31 



14. 1 


8.3 


5-8 


41 


II-5 


5-8 


5-3 


47 


154 


6.9 


8.5 


55 


II-5 


3- 


8.5 


75 


13-6 


4.6 


8.9 


66 


12,8 


5.6 


7.6 


59 



Test 2 — Three oral repetitions — Two repetitions each of which was after an 
interval the length of which was the time required to study the other 
words of the list. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



52 
43 
43 
31 
37 
31 



14.6 


7-5 


71 


49 


151 


6.7 


8.4 


55 


14.4 


5- 


9.6 


66 


II. 9 


3-3 


8.5 


72 


14.2 


4-4 


9-7 


69 


9.6 


1-7 


7-9 


82 



Test 3 — Three oral repetitions — Two continuous and one after an interval 
the length of which was the time required to complete the study of the 
list twice. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII. . 
Grade VIII. 



52 
43 
43 
31 
37 
31 



12.4 


6.7 


5-5 


46 


15-9 


8.2 


7-7 


49 


12.3 


3-7 


8.6 


70 


12.7 


31 


9-5 


76 


II. 8 


3-4 


8.3 


71 


8.4 


2.3 


6.1 


73 



Weather conditions same as noted after Table X. 



52 



Experimental Studies in Spelling 
TABLE XIII 



Shoiving the Average Number and Percentage Learned at End of 

Week 

SERIES A — Test i — Three oral repetitions — continuous. 



Average 
Number of Number of 
Pupils Words Missed 
Before Study 



Average Average 

Number Number Percentage 

of Words of Words Learned at 

Missed at Learned at End of Weeic 

End of Week End of Week 



Grade III.. 

Grade IV... 

Grade V. . . . 

Grade VI. . . 

Grade VII.. 

Grade VIII. 



52 
43 
43 
31 
37 
31 



14. 1 

15-4 

13.6 
12.8 



3-9 
51 
6.8 
6.1 
6.1 
6.4 



27 
46 
44 
54 
45 
50 



Test 2 — Three oral repetitions — Two repetitions each of which was after an 
interval the length of which was the time required to study the other 
words of the list. 

Grade III 

Grade IV 

Grade V 

Grade VI 

Grade VII 

Grade VIII 



52 


14.6 


10.9 


4-3 


30 


43 


151 


9.1 


6. 


40 


43 


14.4 


8.8 


5-7 


39 


31 


II. 9 


5-5 


6.4 


54 


37 


14.2 


7.6 


6.6 


47 


31 


9.6 


3.8 


5-9 


61 



Test 3 — Three oral repetitions — Two continuous and one after an interval, 
the length of which was the time required to complete the study of the 
list twice. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



52 
43 
43 
31 
37 
31 



12.4 


91 


3-5 


28 


159 


9.6 


6.2 


39 


12.3 


7-3 


5- 


40 


12.7 


6.9 


5-5 


44 


II. 8 


6.8 


4-9 


42 


8.4 


3-7 


4-7 


56 



Weather conditions same as noted previously. 



Experimental Studies in Spelling 
TABLE XIV 



53 



Comparison of Per Cent Learned and Retained 

SERIES A — Test i — Three oral repetitions — continuous. 

„ ^ Percentage 

Percentage 

Number of of 

Pupils L 

Grade III 52 

Grade IV 43 

Grade V 43 

Grade VI 31 

Grade VII 37 

Grade VIII 31 

Average 

Test 2 — Three oral repetitions — Two repetitions each of which was after an 
interval the length of which was the time required to study the other 
words of the list. 

Grade III 52 49 30 

Grade IV 43 55 40 

Grade V 43 66 39 

Grade VI 31 72 54 

Grade VII 37 69 47 

Grade VIII 31 82 61 

65.5 45.2 



Words 


of Words 
Retained at 




End of Week 


41 


27 


47 


46 


55 


44 


75 


54 


66 


45 


59 


50 


57-2 


43-8 



Test 3 — Three oral repetitions — Two continuous and one after an interval 

the length of which was the time required to complete the study of the 
list twice. 

Grade III 52 46 28 

Grade IV 43 49 39 

Grade V 43 70 40 

Grade VI 31 76 44 

Grade VII 37 7i 42 

Grade VIII 31 73 56 

Average .. 64.2 41.5 



54 Experimental Studies in Spelling 

TABLE XV 

Showing Number and Percentage of Words Learned Immediately 

After Study 

SERIES B — Test i — Four oral repetitions — continuous. 

.. , , Number of Number of Number of 

Number of,,, , ,,. , ,,, , ,,. , „, , „ 

p .. Words Missed Words Missed Words Percentage 

Before Study After Study Learned Learned 

Grade III 25 358 199 159 44.4 

Grade IV 27 368 182 186 51. i 

Grade V 33 376 185 191 50.9 

Grade VI 29 271 63 218 76.1 

Grade VII 26 287 61 226 78.2 

Grade VIII 26 236 67 169 71.4 

Test 2 — Four oral repetitions — Three repetitions each of which was after 
an interval the length of which was the time required to study the other 
words of the list. 

Grade III 25 346 207 139 40. 

Grade IV 27 274 62 212 77.2 

Grade V 33 372 119 153 66.2 

Grade VI 29 264 66 198 74.7 

Grade VII 26 289 38 251 86.5 

Grade VIII 26 200 60 140 70.4 

Test 3 — Four oral repetitions — Two continuous then two continuous a 
second time after an interval the length of which was the time required 
to complete the list twice. 

Grade III 25 388 124 264 67.7 

Grade IV 27 308 no 198 64. 

Grade V 33 3o6 80 226 73.8 

Grade VI 29 229 51 178 75. 

Grade VII 26 265 55 210 79.4 

Grade VIII 26 243 50 193 79.6 

Test IV — Four oral repetitions — Two continuous then one repetition after 
an interval the length of which was the time required to complete the 
list twice and then one repetition after an interval the length of which 
was the time required to complete the list once. 

Grade III 25 

Grade IV 27 

Grade V 33 

Grade VI 29 

Grade VII 26 

Grade VIII 26 



319 


173 


146 


46.1 


331 


154 


177 


53-3 


315 


97 


218 


68.5 


143 


14 


129 


89.8 


212 


39 


173 


81.7 


251 


94 


157 


62.9 



36o 


200 


160 


44-4 


367 


121 


146 


66.9 


266 


80 


186 


70.7 


204 


34 


170 


82.9 


236 


44 


192 


81.3 


198 


56 


142 


71. 1 



Experimental Studies in Spelling 55 

Test 5 — Four oral repetitions — Three continuous, then one repetition after 
an interval the length of which was the time to complete the list with the 
three continuous repetitions. 

Grade III 25 

Grade IV 27 

Grade V 33 

Grade VI 29 

Grade VII 26 

Grade VIII 26 

The weather was fair or clear for all tests. 
Time approximately the same as series A. 



TABLE XVI 

Showing the Number and Percentage of Words Learned at End of 

Week 

SERIES B — Test i — Four oral repetitions — continuous. 

■KT , c Number of Number of „ 

Number of .^^''T^ -^ ^"""^^ ^^'^^^^ Words Percentage 

Pupils ^7^^^;^^^'^ at End of Learned at ^^j^^^d at 

Before Study „^ , -o- . c^tt ^ End of Week 

Week End of Week ^i vycc-. 

Grade III 25 358 250 108 30.1 

Grade IV 27 368 270 98 21.6 

Grade V 33 376 223 153 40.3 

Grade VI 29 271 133 138 50.5 

Grade VII 26 287 152 135 56.4 

Grade VIII 26 236 103 133 56.1 

Test 2 — Four oral repetitions — Three repetitions each of which was after 
an interval the length of which was the time required to study the other 
words of the list. 

Grade III 25 

Grade IV 27 

Grade V 33 

Grade VI 29 

Grade VII 26 

Grade VIII 26 



346 


267 


79 


22.5 


274 


149 


125 


45-5 


372 


176 


200 


53 I 


264 


lOI 


163 


60.4 


289 


112 


177 


61.3 


200 


86 


114 


57- I 



298 


90 


23.2 


176 


132 


43- 


173 


133 


42.2 


121 


108 


41 -7 


Ii8 


147 


55-9 


90 


153 


62.4 



216 


103 


32.8 


248 


83 


24.6 


183 


132 


40.2 


37 


106 


73-5 


85 


127 


59-7 


125 


126 


50.5 



56 Experimental Studies in Spelling 

Test 3 — Four oral repetitions — Two continuous, then two continuous a 
second time after an interval the length of which was the time required to 
complete the list twice. 

Grade III 25 388 

Grade IV 27 308 

Grade V 33 306 

Grade VI 29 229 

Grade VII 26 265 

Grade VIII 26 243 

Test 4 — Four oral repetitions — Two continuous, then one repetition after 
an interval the length of which was the time required to complete the 
list twice and then one repetition after an interval the length of which 
was the time required to complete the list once. 

Grade III 25 319 

Grade IV 27 331 

Grade V 33 315 

Grade VI 29 143 

Grade VII 26 212 

Grade VIII 26 251 

Test 5 — Four oral repetitions — Three continuous, then one repetition after 
an interval the length of which was the time to complete the list with 
the three continuous repetitions. 

Grade III 25 

Grade IV 2^ 

Grade V 33 

Grade VI 29 

Grade VII 26 

Grade VIII 26 

Time and weather conditions same as Test i. 

TABLE XVII 

Showing the Average Number and Percentage of Words Learned 

After Study 

SERIES B — Test i — Four oral repetitions — continuous. 

Average Average Average 

Number of Number Number Number Percentage 

Pupils Words Missed Words Missed Words Learned 

Before Study After Study Learned 

Grade III 25 14.3 8. 6.3 44.4 

Grade IV 27 13.9 6.7 7.2 51. i 

Grade V 33 11. 4 5.6 5.8 50.9 

Grade VI 29 9.3 2.2 7.1 76.1 

Grade VII 26 11. 2.4 8.6 87.2 

Grade VIII 26 9.1 2.6 6.5 71.4 



360 


269 


160 


25- 


367 


218 


149 


40.4 


266 


151 


115 


43-2 


204 


85 


119 


58.6 


236 


126 


no 


47.2 


198 


97 


lOI 


50.1 



Experimental Studies in Spelling 



57 



Test 2 — Four oral repetitions — Three repetitions each of which was after 
an interval the length of which was the time required to study the other 
words of the list. 

Grade III 

Grade IV 

Grade V 

Grade VI 

Grade VII 

Grade VIII 



25 


13.8 


8.3 


5-5 


40. 


27 


ID. I 


2.3 


7.8 


77-2 


33 


II-3 


3-6 


7-7 


66.2 


29 


9-1 


2.3 


6.8 


74-7 


26 


II. I 


1-5 


9.6 


86.5 


26 


7-7 


2.3 


5-4 


70.4 



Test 3 — Four oral repetitions — Two continuous, then two continuous a 
second time after an interval the length of which was the time required 
to complete the list twice. 

Grade III 

Grade IV 

Grade V 

Grade VI 

Grade VII 

Grade VIII 



25 


155 


5- 


10.5 


67.7 


27 


II. 4 


41 


7-3 


64. 


33 


9- 


2.4 


6.6 


73-8 


29 


7.2 


1.8 


5-4 


75- 


26 


10.2 


2.1 


8.1 


79-4 


26 


9-3 


1-9 


7-4 


79.6 



Test 4 — Four oral repetitions — ^Two continuous, then one repetition after 
an interval the length of which was the time required to complete the 
list twice, and then one repetition after an interval the length of which 
was the time required to complete the list once. 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI... 
Grade VII. . 
Grade VIII. 



25 
27 
33 
29 
26 
26 



2.9 

•5 
I 

3 



6.3 
4-4 
6.7 
6.1 
6.4 
91 



Test V — Four oral repetitions — Three continuous, then one repetition after 
an interval the length of which was the time to complete the list with 
three continuous repetitions. 



Grade III... 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



25 
27 
33 
29 
26 
26 



14.4 


8. 


6.4 


44-4 


13-6 


4-5 


91 


66.9 


8.1 


2.4 


5-7 


70.7 


7- 


1 .2 


5-8 


82.9 


9.1 


1-7 


7-4 


81.3 


7.6 


2.2 


5-4 


71. 1 



Time and weather conditions same as Test i. 



58 



Experimental Studies in Spelling 
TABLE XVIII 



Showing the Average Number and Percentage of Words Learned 
at End of Week 

SERIES B — Test i — Four oral repetitions — continuous. 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



Number of 
Pupils 



25 

27 

33 
29 



26 
26 



Average 

Number of 

Words Missed 

Before Study 

14-3 
139 
II. 4 

9-3 
II . 

91 



Average Average 
Number of Number of Percentage 
Words Missed Words Learned at 
at End of Learned at End of Week 
End of Week 



Week 

10 

ID 

6 

4 



51 



30.1 
21 .6 
40.3 
50.5 
56.4 
56.1 



10.7 


31 


22.5 


5-5 


4.6 


45-5 


5-3 


6. 


53- 1 


3-5 


5.6 


60.4 


4-3 


6.8 


61.3 


3-3 


4-4 


57-1 



Test II — Four oral repetition.s — Three repetitions, each of which was after 
an interval the length of which was the time required to study the other 
words of the list. 

Grade III 25 13.8 

Grade IV 27 10. i 

Grade V 33 1 1 . 3 

Grade VI 29 9.1 

Grade VII 26 ii.i 

Grade VIII 26 7.7 

Test 3 — Four oral repetitions — Two continuous, then two continuous a 

second time after an interval the length of which was the time required 
to complete the list twice. 

Grade III 25 15.5 11. 9 3.6 23.2 

Grade IV 27 11. 4 6.5 4.9 43. 

Grade V 33 9. 52 3.8 42.2 

Grade VI 29 7.2 4.2 3. 41.7 

Grade VII 26 10.2 4.5 5.7 55.9 

Grade VIII 26 9.3 3.5 5.8 62.4 

Test 4 — Four oral repetitions — Two continuous, then one repetition after 
an interval the length of which was the time required to complete the 
list twice and then one repetition after an interval the length of which 
was the time required to complete the list once. 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 



25 

27 

2,2, 
29 
26 
26 



Experimental Studies in Spelling 



59 



Test 5 — Four oral repetitions— Three continuous, then one repetition after 
an interval the length of which was the time required to complete the 
list with the three continuous repetitions. 



Grade III.. 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII. . 
Grade VIII. 



25 
27 

33 
29 
26 
26 



14.4 


10.8 


3-6 


25- 


13-6 


8.1 


5-5 


40.4 


8.1 


4.6 


3-5 


43-2 


7- 


2.9 


41 


58.6 


91 


4.8 


4-3 


47.2 


7.6 


3-7 


3-9 


50.1 



Weather and time conditions same as previously noted. 



TABLE XIX 



Comparison of Percent Learned and Retained 



SERIES B — Test i — Four oral repetitions — Continuous. 



Number oj 
Pupils 

Grade III 25 

Grade IV 27 

Grade V 33 

Grade VI 29 

Grade VII 26 

Grade VIII 26 

Average 



Percentage 

of Words 

Learned 

44-4 
511 
50.9 
76.1 
78.2 
71.4 
62. 



Percentage 

of Words 

Retained at 

End of Week 

30- 1 
21 .6 

403 
50.5 
56.4 
56.1 
42.5 



Test 2 — Four oral repetitions — Three repetitions, each of which was after 
an interval the length of which was the time required to study the other 
words of the list. 



Grade III 25 

Grade IV 27 

Grade V 33 

Grade VI 29 

Grade VII 26 

Grade VIII 26 

Average 



40. 


22.5 


77.2 


45-5 


66.2 


53- 1 


74-7 


60.4 


86.5 


61.3 


70.4 


57-1 


69.2 


50. 



6o 



Experimental Studies in Spelling 



Test 3 — Four oral repetitions — Two continuous, then two continuous a 
second time after an interval the length of which was the time required 
to complete the list twice. 

Grade III 

Grade IV 

Grade V 

Grade VI 

Grade VII 

Grade VIII 

Average 

Test 4 — Four oral repetitions — Two continuous, then one repetition after an 
interval the length of which was the time required to complete the list 
twice and then one repetition after an interval the length of which was the 
time required to complete the list once. 



25 


67 


7 


23.2 


27 


64 




43- 


33 


72, 


8 


42.2 


29 


75 




41.7 


26 


79 


4 


55-9 


26 


79 


6 


62.4 




72, 


3 


44-7 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII.. 
Grade VIII. 
Average 



25 


46. 1 


32.8 


27 


53-3 


24.6 


33 


68.5 


40.2 


29 


89.8 


73-5 


26 


81.7 


59-7 


26 


62.9 


50.5 




67-5 


46.9 



Test 4 — Four oral repetitions — Three continuous, then one repetition after 
an interval the length of which was the time required to complete the 
list with the three continuous repetitions. 



Grade III. . 
Grade IV... 
Grade V. . . . 
Grade VI. . . 
Grade VII. . 
Grade VIII. 
Average. . . . 



25 


44.4 


25- 


27 


66.9 


40.4 


33 


70.7 


43-2 


29 


82.9 


58.6 


26 


81.3 


47.2 


26 


71. 1 


50.1 




69.6 


44.1 



Analysis of Series A — Test i, 2 and j 

Examination of results shows that Grades 3, 4, and 8 learned 
the largest percentage of words in Test 2, and that Grades 5, 
6, and 7 learned the largest percentage in Test 3, both of which 
had repetition after an interval. The average percentage of 
words learned in the 6th Grade in Test i is 57.2; in Test 2, 
65.5; in Test 3, 64.2; making 8.3 percent in favor of Test 2, 
the characteristic of which was repetition after an interval. In 



Experimental Studies in History 6i 

comparison of Test i and 3 there is a difference of 7 percent in 
favor of Test 3, the characteristic of which was repetition after 
an interval, the interval being different from that of Test 2. 

In general, as shown by the average for the six grades the re- 
sults were the same for the end of the week, there being a differ- 
ence of 1.4 percent in favor of Test 2. In particular grades, 
however, the advantage is in favor of Test i in Grades 4 and 5. 

A nay his of Series B — Tests i, 2, j, 4, and 5 

Examination of the individual record kept for each pupil 
shows that one pupil in Grade 4, missed not any words after the 
study in Test 2 ; in Grade 4, three pupils missed not any in Test 
2, five pupils not any in Test 3, one not any in Test 4, and three 
not any in Test 5 ; in Grade 6 one pupil missed not any in Test 
2, six not any in Test 3, seven not any in Test 4, seven not any 
in Test 5; in Grade 7, five pupils missed not any in Test 2, two 
Test 3, one in Test 4, three in Test 5; in Grade 8, two missed 
not any in Test 3, three missed not any in Test 5. This signifies 
that each of these different pupils might have learned more 
words in these Tests 2, 3, 4, and 5, than they did. This would 
have increased the percentage of words learned in Tests 2, 3 

4, and 5, in all of which the characteristic was repetition after 
an interval, the interval varying as noted in the plan of the 
tests. It is to be especially noted that no individual cases 
learned all of the words in Test i, the characteristic of which 
was continuous repetition. 

Further examination of results shows that Grades 4 and 7 
learned the largest percentage of words in Test 2. Grades 3, 

5, and 8 learned the largest percentage of words in Test 3, and 
Grade 6 learned the largest percentage of words in Test 4. 
The characteristic of Tests 2, 3, and 4 was repetition after an 
interval. 

The average percentage of words learned in the six grades in 
Test I was 62, in Test 2, 69.2, making a difference of 7.2 percent 
in favor of Test 2, the characteristic of which was repetition 
after an interval. In comparison of Test i with Test 3 the 
average of which was 73.3, there is a difference of 11.3 percent 



62 Experimental Studies in Spelling 

in favor of Test 3, the characteristic of which was repetition after 
an interval. In comparison of Test i with Test 4, the average 
of which is 67.5, there is a difference of 5.5 percent in favor of 
Test 4, the characteristic of which is repetition after an interval. 
In comparison of Test i with Test 5, the average of which is 69.6, 
there is a difference of 7.6 percent in favor of Test 5, the char- 
acteristic of which is repetition after an interval. 

A comparison of the results gained in comparing Test 2, 3, 
4, and 5 with Test i shows that in this experiment Test 3 was 
the best, reaching 11.3 percent greater efificiency than Test i. 

In comparison of the results at the end of the week Grades 
4, 5, and 7 retain the highest percentage of words in Test 2; 
Grade 8 retained the highest percentage in Test 3 ; Grades 3 and 
6 retained the highest percentage in Test 4. The general aver- 
age is the highest in Test 2. In comparison with Test i there 
is an advantage of 7.5 percent in favor of Test 2. 

This experiment shows that, in spelling, both, in immediate 
results and in results at the end of the week, repetition after an 
interval is more effective in memorizing than continuous 
repetition. 



PART III 

Experiment III 

The purpose of experiment three was the same as in experi- 
ment one and two. 

Plan — Experience in experiments one and two suggested the 
following improvements for experiment three. 

1. To have the study of the words as near as possible under 
the same conditions as the regular spelling lesson.* For this 
reason the words selected for the test were printed on pieces of 
cardboard in the same kind of type as used in the spelling book, 
observing syllabification and accent marks as in regular spelling 
book. 

2. A device was planned to cover all the words except the 
particular word being studied. This device was a piece of card- 
board with a rectangular opening cut in it one and one-quarter 
inches long and one-quarter inch wide. It was easy for the 
pupil to slide this card-board along, exposing the next word each 
time for study. Practice was given in the use of this device to 
all pupils previous to using it the first time. This was done so 
that the strangeness of the device would not interfere in any 
way with results. 

3. Test I was given third and Test 3 was given first in the 
series. This change in order was made because it was observed 
that a certain amount of efficiency was acquired toward the 
end of the series. The order probably had nothing to do with 
the results, because most of the pupils in experiment III had 
had experience with experiment one and two. 



* Experience in previous experiments made it evident that a change from 
studying the printed to the written word on the board was a disturbing factor. 
This was discovered by having a number of tests in studying words — those 
studied from board compared with those studied from book. Those studied 
from books showed the highest percentage learned each time. This was 
probably due to change of form of word and the word was too far away giving 
too much chance for distraction of attention. It was decidedly easier to hold 
attention to printed word. 

63 



64 Experimental Studies in Spelling 

4. The children were especially asked not to think about the 
words after the experimenter left the room.* In a large degree 
this was done as the children immediately returned to their 
regular work. 

5. All the experiments were conducted, entirely, by myself, 
thus eliminating the disturbing factor of having a number of 
different experimenters in the same series of tests. Preliminary 
experiments were made in each case so that the pupils were 
familiar with the method and manner of the experimenter before 
the real experiment was given, in addition to this I was known 
personally by all the pupils. 

The following were the details of the plan used in this experi- 
ment: 

1. The test was made in Grades 5, 6, 7, and 8. Grades four 
and five were not tested because by trial it was found that they 
could not use device well. 

2. Twenty words in each test were selected, so that there was 
a large number of words to be learned by the class. Both long 
and short words were selected. Any special difficulty in spell- 
ing was avoided. In one list, Grade V, Test III, the word fowl 
was defined each time when pronounced. This was necessary, 
in order that the students would spell the right word. In Grade 
VIII, Test III, the word polysyllable, by accident had the first 
"y" omitted in the printing of the slips. The error was not 
observed until the test was being made. The pupils were 
marked on a basis of 19 words in Test A-3. 

3. All tests were made at the same time of day, between 
8:45 and 10:00 A. M. This was done so as to have the same 
mental condition of the children as far as possible in each test. 
Weather conditions were noted as clear, fair or cloudy. The 
temperature, 68 degrees, was uniform in the rooms. 

4. Any pupil being especially abnormal in spelling was not 
counted in the test. The pupils took the words with the class, 



*In previous experiments no request of this kind was made, but individual 
cases came to my attention in which pupils did discuss the words. In this 
experiment no such cases came to my attention. 



Experimental Studies in Spelling 65 

but papers were rejected in results. The same was done with 
respect to pupils who were not in good physical condition at 
the time of test. 

5. The length of time spent in the study of the words was 
the same in each test. By preliminary tests I had learned to 
pass from one word to the other promptly and to conduct the 
detail of the experiment in such a way that there was practically 
no difference in time in Tests I, II, and III. The variation was 
always less than one-fourth Q/Q of a minute. This practically 
eliminated the time conditions in the tests. 

6. Only the papers of the pupils present for all the tests were 
considered in the results. 

7. The same list of words was pronounced at the end of week, 
at the same time of day. This was called the Review. 

8. All papers were corrected under my immediate direction. 
The results were recorded as follows: 

A record was made of weather conditions, or social function that 
might have interfered with the accuracy of results. A record 
was made of the number of words missed in the preliminary test, 
the number missed after study, and the number missed at the 
end of the week. The number missed in the preliminary test less 
the number missed after study was the number of words learned. 
The number of words learned divided by the number possible 
to be learned, i. e., the number missed in preliminary test, gives 
the percentage learned. 

Observation — The device for covering the words evidently 
was a disturbing factor to those pupils who lacked the ability 
to concentrate. These pupils showed very little learning power 
when using the device. After some additional tests I was con- 
vinced, that as far as these pupils were concerned the 
device was a disturbing factor, but of course it was a disturbing 
factor in each of the tests, and therefore would not affect the 
validity of the results in any way. 

Plan of the Tests 

The tests were made at the time of day indicated above, 
between 8:45 and 10:00 A. M. 



66 Experimental Studies in Spelling 

Series C — Test I 

1. I dictated the words to the class and had the papers col- 
lected immediately. 

2. (a) I had the slips containing the list of words passed to 

the pupils with the words turned down. At a given 

signal the pupils turned the slips. 
{h) I pronounced the first word, 
(c) The pupils pronounced and spelled the first word in 

concert. 
{d) The pupils pronounced and spelled the word in concert 

two times, making three continuous repetitions of each 

word . 

3. I had the pupils study each succeeding word in the list in 
the same way the first was studied, completing the list. 

4. I pronounced the words to the class immediately after the 
completion of the list and collected the papers, suggesting to the 
class that they should forget all about these words. 

Test II 

1. I dictated the words to class and had papers collected 
immediately. 

2. (a) I had the slips containing the words passed to the pupils 

with the words turned down. At a given signal the 
pupils turned the slips. 

{b) I pronounced the first word. 

(c) The pupils pronounced and spelled the first word in 
concert. 

{d) The pupils completed the list pronouncing and spelling 
each word in concert once, then the entire list was re- 
peated in the same way two times, making three repeti- 
tions, each repetition after an interval of time equal to 
the time required to study 19 words. 

3. I pronounced the words to class immediately after the 
completion of list and collected the papers, suggesting to the 
class that they should forget all about these words. 



Experimental Studies in Spelling 



67 



Test III 

1. I dictated the words to class and had papers collected 
immediately. 

2. (a) I had the slips containing the words passed to the 

pupils with the words turned down. At a given signal 
the pupils turned the slips. 

{b) I pronounced the first word. 

(c) The pupils pronounced and spelled the first word in 
concert. 

{d) I had the pupils pronounce and spell the first word the 
second time, then completed the list in the same way, 
making two continuous repetitions for each word. 

(e) After the list was completed I had the pupils pro- 
nounce and spell in concert each word in the list, thus 
making a total of three repetitions — two continuous and 
one after an interval. 

3. I pronounced the words to the class immediately after the 
completion of list and collected the papers, suggesting to the 
class that they should forget all about these words. 

The following list of words was used in Series C. 
GRADE V 



Test i 



Test 2 



Test 3 



I. 


daily 


I. 


gentian 


I. 


precipice 


2. 


multiple 


2. 


economy 


2. 


analysis 


3- 


telescope 


3- 


gorgeous 


3- 


cistern 


4- 


citizen 


4- 


chocolate 


4- 


delicious 


5- 


sociable 


5- 


poisonous 


5- 


parenthesii 


6. 


grandeur 


6. 


experiment 


6. 


fowl 


7- 


perspiration 


7- 


ravine 


7. 


policy 


8. 


antennae 


8. 


damaged 


8. 


major 


9- 


naturalist 


9- 


punctual 


9- 


cottage 


10. 


planets 


10. 


especially 


10. 


luscious 



68 



Experimental Studies in Spelling 



11. decimal 

12. residence 

13. chamois 

14. favorite 

15. government 

16. crayon 

17. telephone 

18. conjunction 

19. oxygen 

20. luncheon 



11. recruits 

12. rapidity 

13. declarative 

14. cavern 

15. magistrate 

16. apparatus 

17. fatigued 

18. imagine 

19. hazardous 

20. neighbor 



11. mucilage 

12. volcanic 

13. obstacles 

14. microscope 

15. encouraged 

16. desirable 

17. enlarged 

18. haughty 

19. ignorant 

20. mortgage 



GRADE VI 



Test i 

1. console 

2. furious 

3. constable 

4. grocery 

5. interment 

6. excessive 

7. excellence 

8. humid 

9. lunacy 

10. disastrous 

11. missionary 

12. spigot 

13. reunite 

14. molasses 

15. prepositional 

16. motor 

17. privacy 

18. preference 

19. preparatory 

20. contemptible 



Test 2 

1. astral 

2. aroma 

3. asphalt 

4. privily 

5. guidance 

6. sumptuously 

7. exhaust 

8. trespass 

9. revengeful 
ID. continual 

11. woolen 

12. briery 

13. copying 

14. spiral 

15. arsenal 

16. lymphatics 

17. exclusive 

18. suitor 

19. volunteer 

20. vulgarity 



Test 3 

1. divisible 

2. trellis 

3. stalwart 

4. ruinous 

5. reverently 

6. hydrant 

7. lyceum 

8. critical 

9. wrongfully 

10. morgue 

11. hyena 

12. duodenum 

13. stature 

14. stampede 

15. rivalry 

16. exhibitor 

17. cornice 

18. ridiculous 

19. intimately 

20. suggestion 



Experimental Studies in Spelling 
GRADE VII 



69 



Test i 



Test 2 



Test 3 



I. 


paradise 


I. 


specify 


I. 


penury 


2. 


chemistry 


2. 


cosmetic 


2. 


bronchial 


3- 


metropolis 


3- 


burlesque 


3- 


athletic 


4- 


auditor 


4- 


auxiliaries 


4- 


auctioneer 


5- 


hypocrite 


5- 


transom 


5- 


minaret 


6. 


nectarine 


6. 


futurity 


6. 


ferocious 


7- 


adjournment 


7- 


periodical 


7- 


arsenal 


8. 


accurate 


8. 


cravat 


8. 


treason 


9- 


groceries 


9- 


mystical 


9- 


triennial 


10. 


penetrable 


10. 


pulmonary 


ID. 


negotiable 


II. 


devastate 


II. 


unerring 


II. 


fatigue 


12. 


whimsical 


12. 


cremation 


12. 


guidance 


13- 


discernible 


13- 


criticise 


13. 


avalanche 


14. 


mattress 


14. 


etiquette 


14. 


brokerage 


15- 


pungency 


15- 


coupon 


15- 


cogent 


16. 


republican 


16. 


doctrine 


16. 


neighborly 


17. 


continuous 


17- 


indicative 


17. 


consciousness 


18. 


infinite 


18. 


subtle 


18. 


suture 


19- 


typhoon 


19. 


methodist 


19. 


avarice 


20. 


neuralgia 


20. 


solicitor 
GRADE VIII 


20. 


tragical 




Test i 




Test 2 




Test 3 


I. 


clemency 


I. 


sophomore 


I. 


dynasty 


2. 


codicil 


2. 


petrifaction 


2. 


supersede 


3- 


amalgam 


3. 


architecture 


3- 


frigidity 


4- 


soprano 


4- 


annihilation 


4- 


conscientious 


5- 


prestige 


5- 


albatross 


5- 


coquette 


6. 


chorister 


6. 


ineligible 


6. 


prejudice 


7- 


sovereign 


7- 


munificence 


7- 


philosopher 


8. 


piquancy 


8. 


equitable 


8. 


inexplicable 


9- 


cellular 


9- 


postilion 


9- 


mystify 


10. 


recreant 


10. 


ambiguity 


10. 


severance 



70 



Experimental Studies in Spelling 



11. rigidity 

12. chevalier 

13. tournament 

14. reminiscence 

15. extraordinary 

16. monotonous 

17. substantially 

18. democracy 

19. honorary 

20. apologize 



11. villain 

12. cochineal 

13. coherency 

14. miscellaneous 

15. cogitate 

16. renewable 

17. perspicuity 

18. dynamite 

19. temporal 

20. artesian 



11. husbandry 

12. amphibious 

13. volatile 

14. monetary 

15. concentric 

16. polysyllable 

17. tricycle 

18. collision 

19. intestinal 

20. requisition 



TABLE XX 

Showing the Number and Percentage of Words Learned Imme- 
diately After Study 

SERIES C — Test i — Three oral repetitions — Continuous. 

., , , Number of ,. , , 

^, . , Number of „, , Number of _ 

Number of ,,, , i,,. , Words „, , Percentage 

„ ., Words Missed ,,. , Words 

Pupils _, , <^, J Missed - , Learned 

Before Study ,.^ „^ . Learned 
After Study 

Grade V 22 277 163 114 41.2 

Grade VI 25 250 141 109 43.6 

Grade VII 32 370 164 206 55.7 

Grade VIII 24 339 204 135 39.8 

Test 2 — Three oral repetitions — Two repetitions each of which was after an 

interval the length of which was the time required to study the other 
words of the list. 

Grade V 22 339 168 171 50.5 

Grade VI 25 293 102 191 65.2 

Grade VII 32 419 147 272 64.9 

Grade VIII 24 314 102 212 67.5 

Test 3 — Three oral repetitions — Two continuous and one after an interval 
the length of which was the time required to complete the list twice. 

Grade V 22 301 151 150 49.8 

Grade VI 25 344 168 176 51. i 

Grade VII 32 402 149 253 62.9 

Grade VIII 24 329 123 206 62.2 

The weather was fair or clear for all tests, excepting Grade 
V, Test II — a very cold, stormy day, and Grade VIII, Test 
III — a large number of pupils had been on a sleighing party 
the night before. 

Time approximately the same in all tests. 



Experimental Studies in Spelling 71 

TABLE XXI 

Showing the Number and Percentage of Words Learned at End of 

Week 

SERIES C — Test i — Three oral repetitions — Continuous. 

Number of Number of Number of _ 
Number of Words Words Words Learned at 

Pupils Missed Missed at Learned at „ , fw ek 

Before Study End of Week End of Week 

Grade V 22 277 234 43 18.4 

Grade VI 25 250 176 74 29.6 

Grade VII 32 37° I99 i7i 462 

Grade VIII 24 339 245 94 27.7 

Test 2 — Three oral repetitions — Two repetitions, each of which was after 
an interval the length of which was the time required to study the other 
words of the list. 

Grade V 22 339 254 85 25 . i 

Grade VI 25 293 172 121 41.3 

Grade VII 32 419 183 236 56.3 

Grade VIII 24 314 168 146 46.5 

Test 3 — Three oral repetitions — Two continuous and one after an interval 
the length of which was the time required to complete the list twice. 

Grade V 22 301 231 ' 70 23.2 

Grade VI 25 344 216 128 37.2 

Grade VII 32 402 188 214 53.2 

Grade VIII 24 329 197 132 40.1 

Weather and time conditions same as previously noted. 

TABLE XXII 

Showing the Average Number and Percentage of Words Learned 

After Study 

SERIES C — Test i — Three oral repetitions — Continuous. 

Average Average 

Number of Number of Number of 
Pupils WordsMissed WordsMissed 
Before Study After Study 

Grade V 22 12.6 7.4 

Grade VI 25 10. 5.6 

Grade VII 32 11. 6 5.1 

Grade VIII 24 14. i 8.5 



Average 




Number of 


Percentage 


Words 


Learned 


Learned 




5-2 


41.2 


4-4 


43-6 


6.5 


55-7 


5-6 


39-8 



72 Experimental Studies in Spelling 

Test 2 — Three oral repetitions — Two repetitions each of which was after an 
interval >the length of which was the time required to study the other 
words of the list. 

Grade V 22 15.4 7.6 7.8 50.5 

Grade VI 25 11. 7 4.1 7.6 65.2 

Grade VII 32 13. i 4.6 8.5 64.9 

Grade VIII 24 13. 4.3 8.7 67.5 

Test 3 — Three oral repetitions — Two continuous and one after an interval 
the length of which was the time required to complete the list twice. 

Grade V 22 13.7 6.9 6.8 49.8 

Grade VI 25 13.8 6.7 7.1 51. i 

Grade VII 32 12.6 4.7 7.9 62.9 

Grade VIII 24 13.7 5.1 8.6 62.2 

Weather and time conditions same as previously noted. 



TABLE XXIII 

Showing the Average Number and Percentage of Words Learned 
at End of Week 

SERIES C — Test i — Three oral repetitions — Continuous. 





Average 
Number of . 
Words Missed 
Before Study 


Average 


Average 




Number of 
Pupils 


Number of 

WordsMissed 

at End of 

Week 


Number of 

Words 

Learned at 

End of Week 


Percentage 

Learned at 

End of Week 


22 


12.6 


10.6 


2. 


18.4 


25 


10. 


7- 


3- 


29.6 


32 


II. 6 


6.2 


5-4 


46.2 


24 


14. 1 


10.2 


3 9 


27.7 



Grade V. . . . 
Grade VI... 
Grade VII.. 
Grade VIII. 

Test 2 — Three oral repetitions — Two repetitions each of which was after 
an interval the length of which was the time required to study the other 
words of the list. 

Grade V 22 15.4 11. 5 3.9 25.1 

Grade VI 25 11. 7 6.9 4.8 41.3 

Grade VII 32 13. i 5.8 7.3 56.3 

Grade VIII 24 13. 7. 6. 46.5 



Experimental Studies in Spelling 73 

Test 3 — Three oral repetitions — Two continuous and one after an interval 
the length of which was the time required to complete the list twice. 

Grade V 22 13.7 10.5 3.2 23.2 

Grade VI 25 13.8 8.6 7.1 37.2 

Grade VII 32 12.6 5.9 6.7 53.2 

Grade VIII 24 13.7 8.2 5.5 40.1 

Weather and time conditions same as previously noted. 



TABLE XXIV 

Comparison of Percentage Learned and Retained 
SERIES C — Test i — Three oral repetitions — Continuous. 



Percentage 

Number of ^ r"iiTr""i^^ of Words 
„ ., of Words T, ^ ■ J ^ 
Pupils J J Retained at 

End of Week 



Percentage 
of Words 
Learned 



Grade V 22 41 

Grade VI 25 43 

Grade VII 32 55 

G ade VIII ; 24 39 

Average . . 45 



2 18.4 

6 29.6 

7 46.2 

8 27.7 
7 40.6 



Test 2 — Three oral repetitions — Two repetitions each of which was after an 
interval the length of which was the time required to study the other 
words of the list. 

Grade V 22 50.5 25.1 

Grade VI 25 65.2 41.3 

Grade VII 32 64.9 56.3 

Grade VIII 24 67.5 46.5 

Average . . 62 . 42 . 3 

Test 3 — Three oral repetitions — Two continuous and one after an interval 
the length of which was the time required to complete the list twice. 

Grade V 22 49 . 8 23.2 

Grade VI 25 51. i 37.2 

Grade VII 32 62.9 53-2 

Grade VIII 24 62.2 40.1 

Average .. 56.5 38.4 



74 Experimental Studies in Spelling 

Analysis Series C — Test i, 2, j 

Examination of results shows that Grades 5, 6, 7, and 8, 
all grades in which the tests were made, learned the highest 
percentage of words in Test 2, the characteristic of which was 
three repetitions each after an interval. The same is true at 
the end of the week. The average per cent learned in Test i 
was 45.7 per cent, in Test 2 62 per cent, making a difference 
of 17.7 per cent, in favor of Test 2, the characteristic of which 
was repetition after an interval. At the end of the week there 
was a difference of 2.3 per cent in favor of Test 2. In com- 
parison of Test I and Test 3 the higher percentage was learned 
in Test 3, 9.6 per cent in favor of Test 3. At the end of 
the week the advantage was 5.2 in favor of Test 3. Without 
exception the advantage was in favor of repetition after an 
interval in Experiment III. 

This experiment shows, as did Experiment II, that both in 
immediate results and in results at end of the week repetition 
after an interval is more effective in memorizing in spelling 
than continuous repetition. 



PART IV 

Experiment IV 

The object of this brief experiment was the same as in previous 
experiments. 

During Experiment III, I felt sure that there was a possible 
error that would need correction. First, the element of guessing 
was present in all the tests. Pupils would frequently miss words 
after study that they did not miss in the preliminary tests, 
showing that they guessed at the correct spelling in the pre- 
liminary test. 

The second error seemed to be present because in study all 
pupils were required to study the same words, thus studying 
the words that they seemed to know in the preliminary test 
and the words they did not know. In order to eliminate these 
two possible errors, as far as possible, the following individual 
tests were given. 

Plan of Test 

1. Ten pupils were selected from grades 5, 6, 7 and 8. The 
selection was made so that the pupils were of the same general 
intelligence. 

2. Each pupil was tested separately. Twenty-five words 
were pronounced to the pupil. The pupil's paper was taken 
and a list of the words missed was written on the typewriter 
in the same form as the slips had been printed in Experiment 
III. Then the pupil was directed to study aloud, these words, 
all of which they had missed, in the presence of the experimenter 
in the same way as all of the words had been studied in Series 
C — Tests I, 2, 3. 

3. This experiment was conducted in all respects like Experi- 
ment III, excepting that there was one pupil in each case, in- 
stead of a number of pupils. 

75 



76 



Experimental Studies in Spelling 
TABLE XXV 



The following results were obtained: 

Individual Experiment 



Test i — Three oral repetitions — continuous. 



Subject 

A 

B 

C 

D 

E 

F 

G 

H 

I 

J 

Average 



Number of 

Words in 

Test 



13 
12 
12 
16 
15 
14 

8 

6 
10 
II. 4 



Number 

Missed 

After Study 

I 
4 
3 



I 
2 

2 

5 
4.2 



Number 

Learned 

After Study 

7 
9 
9 
4 
8 

7 

13 

6 

4 
5 

7.2 



Percentage 
Learned 



87 
69 

75 
33 
50 
46 
92 

75 
66 

50 
64 



Test 2 — Three oral repetitions — Two repetitions each of which was after an 
interval the length of which was the time required to study the other 
words of the list. 



Subject 

A 

B 

C 

D 

E 

F 

G 

H 

I 

J 

Average 



Number of 
Words in 


Number 
Missed 


Number 
Learned 


Percentage 
Learned 


Test 


After Study 


After Study 


9 





9 


100. 


14 


3 


II 


78 


6 


15 


3 


12 


80 




13 





13 


100 




12 


I 


II 


91 


7 


II 


2 


9 


81 


8 


10 





10 


100 




6 


I 


5 


83 


3 


7 


I 


6 


85 


7 


II 


I 


ID 


90 


9 


10.8 


1.2 


9.6 


89 


2 



Experimental Studies in Spelling 77 

Test 3 — Three oral repetitions — Two continuous and one after an interval 
the length of which was the time required to complete the list twice. 

A 13 I 12 923 

B 16 5 II 68.8 

C 12 5 7 583 

D 13 4 9 69.2 

E 16 6 10 62.5 

F II 7 4 36.4 

G 13 2 II 84.6 

H 8 2 6 75- 

1 8 I 7 87.5 

J 15 7 8 53-5 

Average 12.5 4. 8.7 68.8 

Analysis of Result — Experiment IV 

In comparison of Tests i and 2 the larger percentage of words 
was learned in Test 2, three of the pupils learning all the words 
to be learned. The average number learned by the ten pupils 
is 64.6 per cent in Test i, and 89.2 per cent in Test 2, making 
a difference of 24.6 per cent in favor of Test 2, the character- 
istic of which was repetition after an interval. 

In comparison of Tests i and 3, the advantage is 4.2 per cent 
in favor of Test 3, although in individual cases, as pupils B, C, 
F, and G, the percentage learned is higher in Test i. This 
brief experiment serves only to emphasize the conclusion of the 
previous experiments. 

The higher percentage of words learned in experiment four 
was due to two chief reasons; first, the entire time of study was 
placed upon words that each pupil did not know; second, the 
pupils were selected pupils possessing ability of concentration 
somewhat above the average. 



78 



Experimental Studies in Spelling 
GRAPHIC REPRESENTATION OF RESULTS. 



% 
90 

80 

70 

60 

50 

40 

30 



69% 



70.5% 

66.8% 



75.8% 



57-2% 



65.5% 
62% 



73-3% 



64.6% 



45-7% 



62% 



I 2 



89.2% 



I 2 



No. of Test A-i 2 B-i 2 

Series A-i 2 

Series B-i 2 
No. of Exp. I II III IV 

In each experiment Test I represents continuous repetition; test II 
repetition after an interval. 



OBSERVATIONS UPON THE EXPERIMENTS 

1. The element of guessing was present in all the experiments. 

2. Weather conditions did affect accuracy of results. In all 
cases where extremely bad weather existed the results were 
thrown out and the experiment conducted a second time. This 
necessitated much more work than appears in record. Ordin- 
ary changes of weather did not affect the results to any great 
degree. 

3. Social functions were a source of disturbance in the results. 
The results were rejected and the experiment conducted again 
in cases where a large number of individuals were affected. In 
the study of individual cases failure on the part of the pupils 
to maintain the general average in learning words was traced 
to some social function the night before. These cases do not 
show in the totals. 

4. The time element was reduced to a constant factor, hence 
the variation in time did not materially affect the results. 

5. Pupils were given sufficient experience with the covering 
device, previous to conducting the experiment, to take away the 
novelty of the device. My observation would suggest that 
with experience the attention of the pupils could be directed as 
desired in the method of study without the covering device. 

6. The form of repetition was confined to oral repetition after 
experiment one, because it was found that to test the form of 
repetition would make the problem too complex, hence, it was 
thought best to confine the investigation to continuous oral 
repetition and oral repetition after an interval. 

7. The record after experiment one was kept in totals because 
there seemed to be no special difference in the record of males 
and females. 

8. The study of the individual records suggests that students 
of sluggish mind learn more words when they have at least two 
successive repetitions. 

79 



8o Experimental Studies in Spelling 

9. Observation of the individual records suggests that pupils 
lacking concentration did not learn as many words in any of the 
tests as pupils who possessed ordinary powers of concentration. 

10. The results at the end of the week were not so satisfac- 
tory, as the results immediately after study, this was probably 
due to either or all of the following conditions: 

I.. Earnest pupils were likely to talk about the words studied 
and to look them up in the dictionary, even though they were 
requested not to do so. 

2. Teachers were likely to incidentally direct attention to the 
spelling of the words given in the tests. 

3. Physical conditions affected the results more at the end 
of the week than they did immediately after study. 

11. The increasing efficiency of repetition after an interval 
in each of the experiments seemed to be explained by the fact 
that in each succeeding experiment more of the disturbing 
factors were eliminated, hence experiment three was most nearly 
accurate. 

Conclusion 

Experiments 7, II, and III show an average of q.j per cent 
in favor of repetition after an interval. In spelling, repetition 
after an interval is more effective in memorizing than continuous 
repetition. 



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